2026 Aerie Magazine

PA R E N T S , A L U MNI A ND F R IE ND S O F

SUMMER 2026

EVERY STRIDE COUNTS THE INTERSECTION OF TRADITION & TOMORROW THE APOLLO PROJECT RACES TOWARDS THE SUN

MISSION AND PHILOSOPHY Palmer Trinity is an Episcopal school dedicated to promoting academic excellence and inspiring students to lead lives of virtue, humanity, and spirit.

Providing a supportive, inclusive environment for students, we emphasize academic distinction, ethical global citizenship, and character. As members of the greater community, we inspire students to lead lives of honor and social responsibility. Palmer Trinity School is committed to diversity and includes students with a range of academic interests, as well as students from diverse ethnic, religious, and socio-economic backgrounds.

The Aerie is published yearly by Palmer Trinity School for Alumni, parents, grandparents, students and friends. The e-newsletter informs the community of campus events and student and faculty accomplishments.

Send story ideas or comments to scalleja@palmertrinity.org.

Palmer Trinity School offers a full-service website, www.palmertrinity.org, where you can look up friends in a searchable directory, find out about the latest news and events, and connect with our Alumni office. We also post back issues of the Aerie magazines online at http://www.palmertrinity.org.

Special thanks to WOW MKTG.

BOARD OF TRUSTEES 2025-2026

SUMMER 2026 EDITOR-IN-CHIEF Suzanne Gottlieb Calleja

EDITORIAL ASSOCIATES Edwin Garcia Valerie Blattner

PROOFREADING Tina Bustamante

EDITORIAL ASSISTANT Natalie Bellande

PHOTOGRAPHY Jill Kahn, Anthony McFarlane, Claudia Storper

DESIGN WOW MKTG

ADMINISTRATIVE TEAM Head of School Patrick Roberts Executive Assistant to Mr. Roberts Desiree Adams Director of Financial Aid and Sr. Associate Director of Admission Giovanna Arrien Director of Parent Relations Elizabeth Bellande Associate Head of School for Communications and Strategic Partnerships Suzanne Gottlieb Calleja Director of Student Activities Alexandra Cartaya Chief Financial Officer José Chao Head of Upper School Ashley Chapman Chaplain Reverend Sandra Curtis Upper School Dean of Students Brook De Melo Gomes Registrar Amy Duarte Head of School for External Relations Denise Gallardo Director of Development Juan Gomez Associate Dean of Students Lindsy Hanono Director of Athletics Dave Lanham Director of Environmental Stewardship Leo Llinás Director of Facilities and Security Jeff McDaniel Associate Director of Development George Montes School Counselors Adrianna Munoz, Susanna Cetta Culture and Belonging Aldo Regalado Associate Head of School for Student Affairs Andrea Fresco Director of Technology Gus Sabogal Head of Middle School Peter Tolmach Associate Head of School for Academic Affairs Adrianna Truby Advisory Coordinator Cristie Vassilaros Middle School Dean of Students Natalia Zurcher

PRESIDENT OF PARENTS ASSOCIATION Andrea Penzini

PRESIDENT OF ALUMNI ASSOCIATION Roberto Castro-Quijada ‘00

Jesus Socorro, Chairman Kim Vinas, Vice-Chair Elizabeth Bacardi, Secretary Carlos Penzini, Treasurer Judy Andrews Lynley Ciorobea ’96 Daniel Diaz Leyva ’98 Bishop Peter Eaton Walter Gonzalez Richard Grillo ‘97 David Neithardt Claudio Ravinet Doug Rothfeldt ’10 Luis Segredo Roger Sideris Hudson Smith Travis J. Sullivan Kim Vinas Russell Wilson Nathan Zeder ‘98 Patrick Roberts (Trustee Ex-Officio) Michael Baiamonte (Trustee Emeritus) Jack Brumbaugh (Trustee Emeritus) William Morrison (Trustee Emeritus)

EDITORIAL OFFICE Aerie Magazine 7900 SW 176th Street Miami, Florida 33157 Share Article Ideas with: Suzanne Gottlieb Calleja, Editor scalleja@palmertrinity.org Send Address and Email Changes to: Alumni Office: Valerie Blattner vblattner@palmertrinity.org

ON THE COVER Over the second semester, Palmer Trinity’s Solar Car Team rebuilt and refurbished its solar-powered vehicle from the ground up, dedicating countless hours after school, during Spring Break, and over Easter Break to prepare for competition.

Their perseverance paid off as the team overcame unexpected technical challenges on race day to earn 3rd Place in the Endurance Race and 2nd Place in the Presentation Competition. More than the trophies, the experience embodied the engineering design process—designing, building, testing, troubleshooting, and improving—while showcasing the teamwork, resilience, and innovation that define a Palmer Trinity education.

HEAD OF SCHOOL HIGHLIGHTS

SUMMER 2026 T HE F OUR C ’ S , R E V ISI T ED

As many may or may not know, I am privileged to teach each Fall, offering an elective course in our Upper School, entitled Lessons on Leadership. Over the years, this class has grown in popularity and become a true labor of love. Based on the premise that all of us possess the potential to lead, and that learning to lead is a process, the course provides me with the great joy to connect with students, engage in open, honest conversation, and hopefully inspire further interest and attention to the ever-important and most necessary concept of servant leadership. In my spare time, I can often be found researching this ever-evolving topic, reading the latest article or book on leadership, and digging through my old files and notes for additional information and ideas to share with my students.

Recently, in those efforts, I came across a presentation I made eleven years ago, not long after arriving at Palmer Trinity School, titled “The Four Cs.” Without going into too much detail, the focus of my presentation revolved around the idea that our role as educators in the 21st century, and in particular, at Palmer Trinity School, resided in the necessary and critical development of Creativity (including Curiosity), Communication, Collaboration, and, most importantly, Character. As the world revolves, and the challenges appear in a myriad of forms, including and certainly not limited to: the onslaught of social media, the increased polarization of society and isolation of individuals, the overall wellness and mental health in our young people, the rapidly growing AI “revolution”—the pressure and spotlight on schools such as our beloved institution— also magnifies. How we respond in such times is crucial, not only for the students and families we serve, but also for the future of our school.

We must prepare our young people to step into the world and successfully navigate these challenges, and those we know nothing about.

As you peruse this edition of the Aerie, you’ll learn of the good work, greater service, and unique accomplishments of our talented and dedicated faculty, staff, and students. While this particular edition is focused on the spirit of “innovation,”

I believe you’ll uncover much more in your reading of these success stories. Woven throughout those updates, and embedded in the fabric of our daily work, I believe you’ll find that the “Four Cs” are alive and well. In fact, it gives me great pleasure and a small sense of pride to share that the presentation from November 2015 still holds very true today. The “Four Cs” are critical for our students’ overall development and vital for their success in navigating the world beyond Palmer Trinity. By continually asking the “big” and “right” questions, taking appropriate risks, developing grit, learning to problem solve, working in harmony with others, developing strong listening and communication skills, and being persons of integrity, ultimately making decisions based on doing “what is right,” our students will be ready for any and all challenges along their journey.

With a servant-leader mentality, Palmer Trinity students will not only survive but thrive. Yes, the “Four Cs” are still relevant, and in fact, more necessary than ever before. In today’s fast-changing world, these values are timeless; leaders who act with humility and integrity, and are willing to listen and work to build solutions, are always in demand.

Compassion, coupled with critical thinking, is a powerful mixture. Someone who is willing to be part of something greater, to serve others, will always be needed. At Palmer Trinity School, we’re building ethical leaders for the future today, and it is a joyful experience!

And so, I wish you happy reading, and I sincerely hope you’ll share my optimism as you read the following pages and join us here on campus. I continue to be so grateful for this Community, and the opportunity to serve and help our students Lead with Love.

Patrick Roberts, Head of School 1

DEPARTMENTS

Head of School Message Letter from the Editor

BIRD’S EYE VIEW

Open Dialogue Summit: Continuing the Conversation Faculty & Staff News Palmer Trinity Achieves Project Adam Heart Safe School Designation Board of Trustees New Appointments News Around Campus Every Stride Counts Technical Innovation in Theater From Insight to Impact When Service Becomes Family Honoring Senior Athletes Senior Scholar Athletes

PERSPECTIVES

Analog Skills for a Digital Age Celebrating 34 Years of Danny Reynolds The Intersection of Tradition & Tomorrow Where Tradition Meets Tomorrow Beyond the Algorithm From Users to Innovators The Ministry of Showing Up The Apollo Project Races Towards the Sun Innovation & Leadership

EVENTS

Homecoming Week Lessons and Carols Bows & Bow Ties Sandy Golf Tournament Leadership Circle Reception Aquatic Center Groundbreaking Baccalaureate and Graduation

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ALUMNI NEWS

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Class Notes Class Agents Alumni Spotlight: Katarina Nordqvist ‘10 Alumni Spotlight: The Universal Career Alumni Spotlight: A Full Circle Celebration Roots & Reach Alumni Spotlight: From Redlands to the Runway Building Forward Alumni Spotlight: What is Innovation Worth After Investing Time & Money?

Alumni Gatherings Spotted on Campus Alumni Guest Speakers Welcoming Home Falcons Alumni to Coaches: Falcons on the Sidelines Alumni Games A Legacy that Soars Across Generations Alumni Reunion Party Alumni Board 2025-2026

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A ME S S A GE F R OM T HE EDI T OR As I reflect on the stories shared throughout this issue of the Aerie, one theme emerges again and again: balance.

At Palmer Trinity, we often speak about the importance of developing the whole person, mind, body, and spirit. This guiding philosophy is at the heart of our School and is beautifully reflected throughout this issue of the Aerie. As you read these stories of innovation, achievement, service, and community, you will see a common thread emerge: The Power of Balance.

This involves the balance of tradition and innovation, technology and humanity, and achievement and well-being, all while preparing students to thrive in an ever-changing world.

We live in a world defined by rapid technological advancement, artificial intelligence, instant communication, and unprecedented access to information. Our students will graduate into careers that may not yet exist, using technologies that are still being developed. The challenge for schools today is not simply to keep pace with change, but to prepare students to navigate it thoughtfully and ethically.

At Palmer Trinity School, we believe the future belongs to those who can balance innovation with humanity, technology with wisdom, and progress with purpose. The mind is cultivated through intellectual curiosity and academic rigor. In this issue, readers will discover how our students are engaging with artificial intelligence, developing entrepreneurial ventures, exploring STEM research in Japan, participating in investment competitions, and learning to solve real-world problems through innovation.

These experiences prepare students to think critically, adapt quickly, and lead confidently in a rapidly evolving world.

Still, technology alone is not enough.

The body reminds us that learning extends beyond the classroom. Whether competing on athletic fields, participating in Unified Strides, exploring new cultures across the globe, or engaging in hands-on scientific discovery, our students learn resilience, discipline, teamwork, and perseverance. These experiences build confidence and well-being while teaching the importance of healthy balance in a world that often encourages constant connection and activity. Most importantly, we nurture the spirit.

As artificial intelligence becomes increasingly integrated into our lives, uniquely human qualities become even more valuable.

Empathy. Integrity. Compassion. Service. Purpose. These are the qualities that cannot be automated. Throughout these pages, stories of leadership, global stewardship, civil discourse, and community engagement demonstrate how Palmer Trinity remains steadfast in its mission to develop ethical leaders who lead with love.

What is most inspiring is that our students are learning that innovation and tradition are not opposing forces. They are partners. A student may use artificial intelligence to enhance research while participating in a Harkness discussion that develops authentic human dialogue. They may study cutting-edge robotics in in the classroom while gaining a deeper appreciation for centuries-old traditions. They may explore entrepreneurship and business while grounding their decisions in ethics and service to others. This is the Palmer Trinity difference.

As Head of School Patrick Roberts reminds us in this issue, the Four Cs: Creativity, Communication, Collaboration, and Character, remain as relevant today as ever. In many ways, they represent the ultimate balance between preparing students for tomorrow while remaining rooted in timeless values.

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As we look toward the future, we do so with confidence and optimism. By nurturing the mind, strengthening the body, and enriching the spirit, Palmer Trinity is preparing students to not only succeed in a changing world, but to shape it for the better. That is the power of balance. And that is the promise of a Palmer Trinity education.

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Suzanne Gottlieb Calleja, Associate Head of School for Communications and Strategic Partnerships

OPEN DI A L OGUE S UMMI T

CONTINUING THE CONVERSATION

Palmer Trinity School was proud to be deeply involved in the inaugural Open Dialogue Summit for Independent Schools, a visionary partnership between Vanderbilt University and Pine Crest School. This two-day summit was designed to equip school leaders, educators, and students with the tools to foster open dialogue, intellectual curiosity, and free expression within their school communities.

Held in September 2025 at Vanderbilt University in Nashville, the summit convened teams from 10 to 15 leading independent schools to address one of the most pressing challenges in education: how to cultivate school cultures where curiosity, respect, and civil discourse not only exist but truly thrive. Palmer Trinity was represented by a dedicated team of school leaders, faculty, and students,

reflecting the School’s strong commitment to thoughtful engagement and meaningful conversation.

The program featured keynote presentations from university leaders and national experts, panel discussions highlighting Vanderbilt’s work to build a campus culture centered on freedom of expression and civil discourse, and hands-on workshops offering practical tools to strengthen dialogue and listening skills. Through collaborative planning sessions and specialized programming tracks for leadership, faculty, and students, Palmer Trinity’s team both contributed to and learned from peer institutions across the country.

The summit sparked sustained collaboration among participating schools and served as a model for future cohorts. With Vanderbilt’s continued partnership, the initiative sought to share insights and resources broadly across independent school communities—advancing a vision of education in which students feel empowered to explore ideas freely and engage in meaningful, respectful dialogue.

Palmer Trinity remains engaged in this important conversation, with Mr. Roberts invited to serve on Vanderbilt’s Steering Committee in September 2026.

We are honored to contribute to this innovative program and support its impactful work.

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BIRDS’S EYE VIEW

FACULTY & STAFF NEWS This year the National Conference for Teachers of English was held in Denver, Colorado from November 20-23. Catherine Manfra presented with a group of teachers from Florida that were sponsored by the University of South Florida to discuss incorporating environmental literature into the English curriculum.

They discussed their collaboration of sharing resources and ideas of ways to incorporate poems, short stories, and novels into our classes that involve environmental topics and how it influences the students’ understanding of their local environment and their impact on it. Catherine Manfra also attended several other presentations that ranged from how AI is impacting English classrooms to incorporating podcasts as a resource for teachers and students.

“I was honored to be a presenter at the NCTE and look forward to possibly presenting in the future with my Palmer colleagues” stated Catherine Manfra.

Palmer Trinity School proudly celebrates Upper School history teacher Dr. Sean D. Foreman on being named a 2025–2026 Education Ambassador by the Council on Foreign Relations (CFR). Dr. Foreman is one of only three educators in Florida selected for this distinguished national cohort, which brings together educators committed to expanding students’ understanding of global affairs and international relations.

Through this program, Dr. Foreman will collaborate with fellow educators and engage with resources designed to enrich classroom discussions on global issues, helping students develop a deeper awareness of the world around them. His selection reflects both his dedication to teaching and his commitment to preparing students to become thoughtful, informed global citizens.

Palmer Trinity congratulates Dr. Foreman on this well-deserved recognition and celebrates the impact of his work in the classroom and beyond.

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Ifeoma “Effie” Dieke was named the Miami Herald Girls Soccer Coach of the Year after guiding the Falcons to an 18–3–1 record, a District Championship, a Regional Championship, a Palm League Championship, and ultimately a State Runner-Up finish.

The historic 2025–2026 campaign marks only the second time in program history that the Girls Soccer team has advanced to the State Finals.

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Under Coach Dieke’s leadership, the Falcons have reached new heights, building a culture of excellence since she took over as Head Coach in 2020. This latest recognition marks her second Miami Herald Coach of the Year honor, having also earned the distinction in 2022, and coincides with her selection as Palmer Trinity’s Coach of the Year. At the conclusion of the season, five student-athletes earned Miami Herald All-Dade First Team honors.

The team’s remarkable run includes a fifth consecutive District Championship and two Palm League titles during her tenure, as the girls soccer program continues to be a premier program in South Florida.

At Palmer Trinity School, the Chinese program extends well beyond the classroom, offering students meaningful opportunities to engage with language and culture through immersive experiences in New York City and China. By exploring vibrant communities, history, and traditions firsthand, students bring their learning to life in powerful and lasting ways.

In 2025, Palmer Trinity hosted the 19th Annual Statewide Chinese Competition, marking its fifth consecutive year of participation.

During that time, Middle and Upper School teams have earned 12 first-place awards, four second-place awards, a Jeopardy Cultural State Championship, and numerous individual honors.

The program’s strength is reflected in the leadership of Ms. Yiran Liu, who has been a member of the Palmer Trinity faculty since 2018 and now serves on the board of the Florida Chinese Teachers Association. In 2026, she was recognized as Teacher of the Year, an honor she shares with her dedicated and accomplished students.

Mark Reese was named Florida Independent Football Conference (FIFC) Coach of the Year after guiding the Falcons to a Conference Championship and a second consecutive District Championship, marking the program’s first district titles since 1980. The team finished the season undefeated in conference play at 4–0 and 7–3 overall.

Under Coach Reese’s leadership, the Falcons have built a culture defined by discipline, resilience, and teamwork, one that continues to elevate the program year after year.

This latest recognition marks his fourth Coach of the Year honor and the program’s fifth Conference Championship, underscoring a sustained commitment to excellence.

The historic back-to-back district titles highlight not only a standout season, but a transformative period for Palmer Trinity football, as the Falcons continue to set a new standard for success on and off the field.

After more than two decades in the classroom, Ms. Tara Harrison, English Chair at Palmer Trinity, wrote I Teach to give voice to the many small, luminous moments she had carried with her over the years. While teaching is often measured by data, standards, and outcomes, she believes its deeper truth resides elsewhere—in the quiet pause before a student grasps a concept, in the heartbreak of losing a child from both the roster and the heart, and in the laughter that can redeem an ordinary Monday.

For her, poetry is the only form expansive and honest enough to hold these experiences. Over the course of six months, she compiled, edited, and designed the collection herself, shaping it into a work she felt proud to share. I Teach serves as an attempt to articulate what educators carry—the weight as well as the wonder—and to honor a vocation that has shaped her as profoundly as she has sought to shape her students. In many ways, the collection stands as a love letter to the profession, to the students who have passed through her classroom, and to the enduring version of herself who continues to return, year after year.

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BIRDS’S EYE VIEW

PALMER TRINITY ACHIEVES PROJECT ADAM HEART SAFE SCHOOL DESIGNATION N AT ION A L LY R EC OGNI Z ED PR OGR A M S T R ENG T HEN S L IF E S AV ING R E A DINE S S A C R O S S C A MP U S At Palmer Trinity School, preparing students for the future includes ensuring that every member of the community is safe and supported in the present. This commitment was recently affirmed when Palmer Trinity received designation as a Project ADAM Heart Safe School, a national recognition awarded to schools that demonstrate exceptional preparedness to respond to sudden cardiac arrest in youth.

The designation reflects months of planning, training, and collaboration across campus to ensure that when every second matters, members of the Palmer Trinity community are ready to respond.

Project ADAM is a nationally recognized initiative founded in 1999 at Children’s Hospital of Wisconsin—now Children’s Wisconsin—following several sudden cardiac deaths among young people.

The program partners with hospitals and schools across the country to help develop Cardiac Emergency Response Plans (CERPs)—structured protocols designed to dramatically improve survival outcomes during cardiac emergencies.

In South Florida, the program is led by clinicians from Nicklaus Children’s Heart Institute, who work closely with schools to provide training, drills, and guidance to strengthen emergency preparedness. Their mission is simple but powerful: to save lives one heart at a time.

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The impact of the program is already evident. In just two years, South Florida Project ADAM schools have successfully responded to cardiac emergencies on campus, saving nine out of ten lives before the arrival of Emergency Medical Services.

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To earn the Heart Safe School designation, Palmer Trinity completed a rigorous, multi-step process. Faculty and staff established a Cardiac Emergency Response Team (CERT), participated in hands-on training in cardiopulmonary resuscitation (CPR) and the use of automated external defibrillators (AEDs), and conducted a full-scale cardiac emergency drill guided by Project ADAM trainers. The school also reviewed AED placement and accessibility across campus and strengthened communication protocols with emergency responders.

For Head of School Patrick Roberts, the recognition highlights the school’s commitment to both preparedness and compassion.

“Achieving Project ADAM certification reinforces our commitment to maintaining a safe and prepared school environment,” Roberts said. “Our faculty and staff have embraced this training with seriousness and compassion.

Their readiness ensures that our community is equipped to respond decisively in a cardiac emergency.”

School nurse Patricia Lema noted that the initiative became even more meaningful after the community experienced a real emergency earlier this year.

“While our team responded effectively, the experience underscored the importance of strengthening our preparedness even further,” Lema said. “Pursuing Project ADAM certification became an essential next step—one that ensures multiple members of our faculty and staff are thoroughly trained and ready to act when time is of the essence and every moment matters. The skills our staff have gained are invaluable, and the program has strengthened our confidence in responding to emergencies.”

Melissa Olen, Director of South Florida Project ADAM at Nicklaus Children’s Hospital, praised Palmer Trinity’s dedication to readiness and student safety.

“When a cardiac arrest happens in a school, every second counts,” Olen said. “With proper training we transform panic into preparation. Palmer Trinity School’s commitment to safety ensures that faculty and students are equipped to respond immediately, because those first few minutes can mean the difference between life and tragedy.”

The designation reflects a shared commitment across the Palmer Trinity community to care for one another and to ensure that the campus remains a place where students can learn, grow, and thrive with confidence.

Through training, preparation, and a culture of responsibility, Palmer Trinity continues to demonstrate that safety is not simply a protocol—it is a promise to the entire community.

B O A R D OF T RU S T EE S

NEW APPOINTMENTS ANDRE CARBONELL A NEW BOARD OF TRUSTEE MEMBER

A familiar face and proud alumnus is taking on a new leadership role at Palmer Trinity School. Andre J. Carbonell ’05 has been voted onto the Board of Trustees, bringing with him a deep connection to the school community and a professional background grounded in relationship management, strategic growth, and community engagement.

Andre attended Palmer Trinity from seventh grade through graduation in 2005, and credits his years at the school with shaping the values, leadership perspective, and sense of service that continue to guide him today. His longstanding commitment to Palmer Trinity has remained evident through his active involvement as a member of the school’s Alumni Board, where he has worked to strengthen alumni engagement and support initiatives that advance the school’s mission and long-term vision.

Professionally, Andre has built a reputation as a collaborative and thoughtful business professional, recognized for his ability to cultivate meaningful relationships, support organizational growth, and approach challenges with clarity and purpose. His experience spans operations, development, and stakeholder relations, always with an emphasis on practical results and sustainable impact.

Beyond his professional work, Andre is also actively involved in community and conservationfocused initiatives that promote stewardship, sustainability, and responsible leadership — values that closely align with Palmer Trinity’s mission and Episcopal identity.

Now, as he joins the Board of Trustees, Andre looks forward to giving back to the institution that played

such an important role in his own development.

His election reflects both his dedication to the Palmer Trinity community and the confidence placed in his leadership as the school continues to build for the future.

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BIRDS’S EYE VIEW

NEWS AROUND CAMPUS FALCONS ARE TAKING FLIGHT Palmer Trinity’s Falcon Drone Team continues to excel in both in-person and national virtual competitions, demonstrating innovation, precision, and exceptional teamwork. Competing at the Drones in School event hosted at Coral Park High School, the team earned an impressive third-place overall finish, along with second-place honors for both their Portfolio & Display and Marketing Video.

Palmer Trinity School is proud to announce that senior ALESSANDRO VIDAL was a Semifinalist for the 2026 Coca-Cola Scholars Program, one of the nation’s most prestigious and competitive scholarship recognitions.

As a semifinalist, Alessandro advanced in the selection process for the opportunity to be named a Coca-Cola Scholar and receive a $20,000 college scholarship.

The Coca-Cola Scholars Program, supported by Coca-Cola bottlers and The Coca-Cola Company, is the largest corporate-sponsored, achievement-based scholarship program in the United States. With the induction of the 2026 class, the foundation will have supported more than 7,200 scholars and awarded over $90 million in scholarships during its 38-year history.

Their success continued at the Drones in School National Championship in Detroit, where the Falcons delivered an outstanding performance in their first year as a program. The team placed 4th overall in the nation, earned 3rd place in Portfolio & Display, 4th place in Head-to-Head Racing, and 5th place in Marketing Video.

They also received the prestigious Excellence Award, recognizing superior aircraft design, craftsmanship, and engineering. Palmer Trinity proudly celebrates the dedication, creativity, and technical skill of these exceptional student pilots as they continue to soar.

Alessandro’s recognition reflects his dedication, leadership, and commitment to excellence, and the Palmer Trinity community celebrates this outstanding achievement.

FALCONS IN THE MARKETS

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Founded by alumnus, Doug Rothfeldt ‘10, the Palmer Trinity Investment Club has added the word Entrepreneurship to its title. This year, Students from the Club participated in the prestigious Wharton Global High School Investment Competition, an international program hosted by the Wharton School at the University of Pennsylvania, thanks to the support from their advisor, Palmer Trinity’s CFO, Jose Chao.

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Under the leadership of club president Alessandro Vidal, the team spent ten weeks researching companies, analyzing market trends, and developing a long-term investment strategy using real market data.

Through experiences like this, students strengthen their analytical thinking, collaboration, and decision-making skills while gaining valuable insight into the complexities of the global economy—preparing them to engage thoughtfully in an ever-evolving financial landscape.

Award-winning actress JENNIFER GARNER visited Palmer Trinity School to speak with Mrs. Calleja’s Public Speaking class, offering students an inspiring and insightful look into the art of effective communication. During her visit, Ms. Garner shared practical strategies for crafting and delivering impactful speeches, along with thoughtful advice on developing confidence, presence, and poise when speaking before an audience. She encouraged students to embrace their authentic voices and to view public speaking not simply as a performance, but as a powerful tool for connection and influence. Through an engaging and candid conversation, Ms. Garner left students feeling empowered to approach public speaking with greater courage, clarity, and purpose skills that will serve them well both inside and outside the classroom.

Congratulations to Palmer Trinity’s Mathletes for their outstanding performance at the FAMAT REGIONAL COMPETITION. Competing against 45 schools from across five counties, our team earned an impressive 12th-place overall finish in a highly competitive field, showcasing both individual talent and collective strength.

Special recognition goes to the team’s top scorers: Emmanuel Arias (Algebra I, Middle School), Steve Prevolis (Geometry, Middle School), Levi Schwedel (Geometry, Upper School), Emilia Castro-Curel (Algebra II), Eyleen Gaspar (Precalculus), and Adrian Aryeh (Calculus). Their exceptional performances across multiple subject areas reflect the depth of mathematical understanding and preparation within the program.

The FAMAT Regional Competition challenges students with rigorous problem-solving and advanced mathematical concepts, requiring both speed and precision. Palmer Trinity’s strong showing is a testament to the dedication of our students, the guidance of their teachers, and a culture that values intellectual curiosity and academic excellence.

Way to go, Falcons!

On Tuesday, November 11, 2025, Palmer Trinity School proudly hosted its 11TH ANNUAL VETERANS DAY BREAKFAST in partnership with the Village of Palmetto Bay—an enduring school tradition dedicated to honoring the brave men and women who have served our country. The event welcomed local veterans, as well as Palmer Trinity faculty and staff who have served in the armed forces, for a morning of gratitude, reflection, and community.

Guests were inspired by remarks from DR. TOSHIBA MITCHELL of LSF Miami Bridge, a U.S. Army and Air Force veteran, whose words highlighted the resilience, leadership, and sacrifice embodied by those who serve. Mayor Karyn Cunningham also joined the celebration, continuing her support of this meaningful annual gathering.

This year’s breakfast was the largest in the event’s history, a powerful testament to the strength of the Palmer Trinity community and its deep appreciation for the service and sacrifice of our veterans.

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BIRDS’S EYE VIEW

EVERY STRIDE COUNTS: A C OMMUNI T Y UNI T ED ON T HE T R A C K

BY ALEX ANDR A CARTAYA, DIRECTOR OF STUDENT ACTIVITIES

ON A BRIGHT SATURDAY MORNING, PALMER TRINITY’S CAMPUS CAME ALIVE WITH CHEERS, HIGH-FIVES, AND THE UNMISTAKABLE ENERGY OF JOYFUL COMPETITION. ON JANUARY 24, THE SCHOOL PROUDLY PARTNERED WITH SPECIAL OLYMPICS FLORIDA TO HOST THE 3RD ANNUAL UNIFIED STRIDES TRACK MEET—AN INSPIRING CELEBRATION OF INCLUSION, ATHLETICISM, AND COMMUNITY SPIRIT. What began just three years ago as a heartfelt vision from alumna Dani Perez-Cartaya ’24 has grown into one of the most meaningful traditions on campus. As a student, Dani imagined Unified Strides as more than a sporting event; she saw it as a way to create opportunities for individuals with intellectual and developmental disabilities to compete, connect, and be celebrated in a community that values every individual. Her idea has since flourished into a signature event that reflects the very best of Palmer Trinity’s Episcopal identity and commitment to service.

From humble beginnings with fewer than 100 athletes and volunteers, Unified Strides has expanded dramatically. This year, more than 300 athletes, student volunteers, families, faculty, and fans gathered on campus. The track pulsed with excitement as competitors raced down lanes, leapt into long jump pits, and crossed finish lines to thunderous applause. Yet the true victories of the day were measured not only in times and distances, but in smiles, shared encouragement, and moments of connection.

Palmer Trinity students played an essential role in bringing the event to life. Serving as running buddies, event coordinators, timers, and enthusiastic cheerleaders, they embodied compassion and leadership in action. Their presence ensured that every athlete felt supported and celebrated—an experience that left a lasting impression on participants and volunteers alike.

“With participation doubling and the race earning recognition at the state level, The Palmer Trinity Unified Strides Invitational has become a meaningful model of inclusive community engagement,” shared Terence Wimbley, Senior Manager for Sports Training and Competition at Special Olympics Florida. “The partnership between Special Olympics and Palmer Trinity demonstrates what’s possible when inclusion is intentional, and it’s inspiring other private schools to explore how they can create similarly impactful opportunities.”

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Head of School Patrick Roberts reflected on the deeper significance of the day: “Unified Strides is more than a track meet. It reflects our commitment to empathy, leadership, and service. We are deeply grateful to Special Olympics Florida for their partnership and for the opportunity to stand together in advancing a world where every individual is valued and empowered.”

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As the final races concluded and medals were awarded, one thing was clear: Unified Strides is not simply an event on the calendar. It is a living expression of Palmer Trinity’s mission—where inclusion is intentional, community is strengthened, and every stride taken together moves us closer to a more compassionate world.

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BIRDS’S EYE VIEW

THE STAGE AS LABORATORY HO W PA L MER T R INI T Y S T UDEN T S A R E R EENGINEER ING T HE SP O T L IGH T

BY KEANDR A CORDERO

IN AN ISSUE DEDICATED TO INNOVATION, IT IS NATURAL TO LOOK TOWARD STEM LABS. HOWEVER, A RADICAL TRANSFORMATION IS OCCURRING IN AN UNEXPECTED VENUE: THE PALMER TRINITY SCHOOL (PTS) BLACK BOX THEATER. SINCE 2022, THE PROGRAM HAS METAMORPHOSED. THE TRUE CATALYST ISN’T JUST NEW LEADERSHIP, BUT THE STUDENTS WHO ARE TREATING THE STAGE AS ONE OF THE MOST SOPHISTICATED LABORATORIES ON CAMPUS.

For students like recent graduate Florencia Nieto, the theater is no longer just a room for after-school recreation; it is a space for high-stakes problem-solving. “It feels like every year that goes by, our program becomes stronger.

We are all improving as artists and becoming more ambitious and diligent, which translates directly towards the quality of our productions,” Nieto observes. She is proof that PTS students aren’t just memorizing lines anymore; they are engineering experiences.

TECH-FORWARD STORYTELLING The most tangible evidence of innovation is in the technical booth. Under Director, Celia Potter, the Black Box has become an instrument for students to play. The lighting grid has expanded from twenty antiquated par-cans to 71 multifunctional LED lights, while the sound system now boasts a state-of-the-art 32-input soundboard and 12 wireless microphones.

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Yet, gear is only as good as the hands controlling it.

Students are now mastering industry-standard QLab software to execute complex cues. “Using professional equipment definitely has a learning curve,” remarks sophomore Chelsea Keenan, Stage Manager for In Her Prime. “It requires practice, but the end result makes for beautiful and high quality productions.” These enhanced tools allow students to treat the stage as a malleable canvas, creating spectacles previously impossible.

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A PRE-PROFESSIONAL CULTURE True innovation is about culture. The ensemble has pivoted from an extracurricular mindset to a pre-professional

company. Embracing a “quality over quantity” ethos, students learn that artistic innovation requires the same rigorous testing found in the sciences.

Rehearsals are now efficient workshops exposing students to diverse methodologies. “For our one-act Caged Birds, I studied Laban movement techniques to understand how my character might carry emotion,” shares recent graduate, Julia Da Costa. “Instead of just acting the lines, I learned to embody the character... which challenged me to work harder and make more intentional choices onstage.”

HISTORIC RESULTS This commitment yielded staggering results. The students’ dedication to this rigorous methodology earned them a selection to represent District 8 Thespians and compete at the state level with the one-act play, In Her Prime, written and directed by Potter herself.

This distinction—a first in Palmer Trinity history—proves that when empowered to innovate, students rise to the occasion. Theater at Palmer Trinity is no longer a museum piece; it is a living entity. By combining professional technology with investigative acting, Palmer Trinity students are doing more than putting on a show. They are innovating the process of art-making, ensuring the next big idea is always waiting in the wings.

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BIRDS’S EYE VIEW

F R OM INSIGH T T O IMPA C T:

THE PALMER TRINITY LEADERSHIP LAB

BY TAR A HARRISON, CHAIR ENGLISH DEPARTMENT AND K AR A TOISTER, UPPER SCHOOL ENGLISH TEACHER AND IB ADVISOR

As renowned leadership expert John Maxwell observes, “we cannot become what we need by remaining what we are.”

With growth at its core, the Palmer Trinity School Leadership Lab brings together a dynamic cohort of faculty members who share a common interest in assuming leadership roles within the Palmer Trinity School community. This transformative program equips participants with essential skills and insights, preparing them to understand the various school departments in a broader sense, as well as the roles and responsibilities key to effective leadership.

Associate Head of School for Academic Affairs, Adrianna Truby, and Academic Dean, Emily Wilken, created the Leadership Lab, which they continue to enrich by inviting guest speakers and experts from across the Palmer Trinity community. The pilot cohort launched with 20 participants who invested time learning and developing self-awareness of leadership styles and professionalism, understanding how the school operates, and seeing the “big picture” of school planning. As a result, several participants transitioned into new leadership roles and expressed deep appreciation for the program’s impact in their reflections.

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Building on this strong foundation, Leadership Lab 2.0 expands opportunities for faculty to grow as leaders and contribute meaningfully to the continued success of our community through observation of leaders in action and a practicum-like experience. Advisory Coordinator Cristie Vassilaros captures this shift in understanding, sharing how Leadership Lab powerfully pulled her “out of [her] classroom to see how all of these different people contribute to what it takes to run the school.” She notes that “having that overall understanding of how everybody works behind the scenes,” including why and how leaders make decisions, gives her a deeper appreciation of the work happening at all levels of the school.

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Similarly, 11th Grade Lead Advisor Ania Bade reflects on how Leadership Lab has widened her perspective, allowing her to see Palmer Trinity as “a more interconnected system, where every decision, whether instructional, operational, or administrative, contributes to the overall mission and identity of the school.” She explains that her thought process and view of leadership have evolved, especially as the program has encouraged her to “think more systematically” and consider how school-wide decisions impact different groups

in the community as she supports broader initiatives beyond her immediate role.

The intentional design of a small cohort structure cultivates this growth in leadership, enabling Leadership Lab 2.0 sessions to serve as a two-way street, not just through observation, but through dynamic exchange. Participants glean invaluable insights from seasoned educators and administrators while voicing their ideas for Palmer Trinity’s future. As Upper School English Department Chair Tara Harrison notes, “Participating in Leadership Lab 2.0 has been not only enriching but transformative. The program empowers members to execute the school’s mission and vision in meaningful ways, fostering a deeper institutional perspective and strengthening our collective capacity to contribute.”

The program’s impact extends beyond Palmer Trinity’s walls.

Upper School English Teacher and IB Advisor Kara Toister discovered meaningful connections between Leadership Lab and her Master’s degree work, noting how the program deepened her understanding of educational leadership theory in practice. “Leadership Lab gave me real-world context for the concepts I was studying in my graduate program,” she explains. “I could immediately apply what I was learning about organizational systems and collaborative leadership to what I was observing and experiencing at Palmer Trinity.”

These intimate sessions, alongside one-on-one meetings with mentors, guide participants to make a larger impact within our school community. Influential organizational behavior professor and author Herminia Ibarra emphasizes that “insight is an outcome, not an input.” The mentorship portion of the lab embodies this principle, sparking critical thinking and helping participants deeply understand what makes our school unique. Through this reflective process, Leadership Lab encourages lifelong learners to lead with intention and thoughtfulness.

As a whole, Leadership Lab upholds the transformative elements we typically associate with the word “lab,” but it extends beyond mere observation and experimentation. The program offers a comprehensive leadership journey that inspires leaders to build confidence, cultivate their voice, and make a meaningful difference in the Palmer Trinity community and beyond.

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BIRDS’S EYE VIEW

WHEN SERVICE BECOMES FAMILY

BY ROBERT MOORE, ‘05

IT’S EARLY, BUT IT FEELS EARLIER. THE COLD AIR CONDENSES ON THE WINDOW OF OUR HOMESTAY, AND I AM FREEZING. IT’S 2010, AND MY WIFE AND I HAVE JUST AWOKEN ON OUR FIRST DAY AS PRIMARY TEACHERS IN ARUSHA, TANZANIA. AS PALMER TRINITY ALUMNI, MY WIFE SAMANTHA (EVANS) MOORE ‘06 AND I HAD BEEN MOTIVATED BY THE SCHOOL’S GLOBAL INITIATIVES, AND OUR MOMENT TO BE GLOBAL STEWARDS HAD ARRIVED.

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Arusha, the gateway to the Serengeti and Mount Kilimanjaro, is a vibrant city of 600,000 people and our home for the next four weeks. We awake to the smell of tea and uji, a corn flour porridge, as we trickle down the staircase in the home of a daycare owner and her husband.

We’re joined at the breakfast table by six Irish students on a gap year, who are also abroad looking for experiences.

Within minutes, we scatter to the dala dalas, public buses that we’ll take every morning to the schools where we’ve been placed through our volunteer program.

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For the next month, we were to teach 40 students, ages 2 to 7, in a tented outdoor classroom. My first foray into education was a crash course in crowd control and patience. How was I expected to teach a four-year-old

sounds and letters? I barely spoke Swahili. Somehow, after four weeks, little Ayubu could identify colors, Stephie was writing her name, and Samwel was adding single-digit numbers. The relationships formed at that small day school have transcended memory and are still very much alive to this day.

Over the last fifteen years, our organization Afrikids has continued to support local projects in Arusha, pay full tuition for students at both day and boarding schools, cover school fees (registration, uniforms, supplies, room and board), and fund salaries for schoolteachers, as well as the head of our organization in Tanzania, Kitoi Majenja. Kitoi, a close family friend and administrator for Afrikids, was working as a safari guide when our paths crossed in 2009.

Upon returning as volunteer teachers the following year, my wife and I turned to Kitoi, a local from the Arusha area, to help us reinvest our donations in the community—paying craftsmen to build a restroom, desks, and chairs. Seventeen years later, he’s the family’s namesake and the middle son of our family, Carter Kitoi.

Thirteen years of life followed, and our quiet marriage of two gradually became a busy family of five. We knew we would return one day with our children, but multiple eight-hour flights are not suitable for children of a certain age. That day arrived last summer when we returned to Tanzania. On this trip, we were invited guests to Kitoi’s home for a celebration of the first high school graduates sponsored by Afrikids. Many of these students were from the original cohort we met on our first day teaching in Arusha, students like Stephie and Samwel, who were seated criss-cross in our outdoor classroom only a decade earlier.

They had graduated, an impressive feat when you learn the graduation rate in Tanzania is only 35%. To date, 151 students have received full academic scholarships through Afrikids, with twenty-five new students added in 2025 alone.

While honoring the first graduating class at a ceremony, Kitoi surprised us by inviting our son, Carter, as a special guest. As chief of the tribe, Kitoi’s father was an influential and powerful man, and to carry his name meant something.

Carter Kitoi Moore was to be honored as a member of Kitoi’s family, and I was to give a speech to 500 of Kitoi’s closest friends. It was a day I will never forget and an experience I never could have imagined. We were welcomed into their community, united around a common name. That is what our time in Tanzania has always felt like—and the very thing we wanted our children to experience, something we have only found in Tanzania.

As summer ended, we returned from Tanzania, eager to begin my eldest son Cameron’s first year as a sixth grader

at Palmer Trinity, another long-awaited moment. He’ll walk the halls where his mother and I met, creating his own memories on our beautiful campus.

Cameron will be the fourth family member to lead the Afrikids Club at PTS, following in the footsteps of his cousins, Lauren, Megan, and Jake Keller.

Ten years later, Afrikids continues to raise awareness within our community through backpack and supply drives, bracelet sales, and donations at the International Festival, and on-campus bake sales. We were also fortunate to host Kitoi as a guest speaker at Palmer Trinity during his 2024 visit to the United States.

But the vast majority of praise for Afrikids’ continued success and growth is reserved for my mother-in-law, Laurie Evans. While my wife and I finished graduate school and began our family, she made sure tuition for every single student was paid, found new sponsors, and started a business that reinvests 100% of its proceeds into Afrikids.

If not for her dedication, we would not have been able to finance the education of over 150 students, including 21 students from our first cohort who received university acceptances for the upcoming fall semester. Only 6% of Tanzanians attend higher education.

If you’re interested in finding out more about Afrikids, please email me at rmoore@palmertrinity.org to join our newsletter, which provides updates on supporting projects, the progress of our students, and the organization’s health.

Our newsletter is run by Ian McCluskey, Director of Afrikids and parent to Palmer Trinity alumnus Alec McCluskey ’06.

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BIRDS’S EYE VIEW

HONORING SENIOR ATHLETES ARIANNA ADESSI

SCARLETT BAUR

ANA CAPO

DOMINIC DURSO

SAMANTHA GOWA

JASPER JENSEN

LILA ALGARIN

NATHANIEL BELL

LEONARDO DEBASA

IZIAR EARLE

JONMARC HALL

JOHANNY JIMENEZ

CLAIRE ALMEIDA

SEBASTIAN BELLANDE

LUNA DIAZ

CAROLINA EGEA-GUIMARAES

DOMINIC HENDRICKS

MICHAEL JOSEPH

MANUEL ANEL

ARIANNA BRUNA

FRANCESCA DIEGUEZ PEREZ

OWEN EICHHORN

MADISON HERNANDEZ

KAAN KINAY

THOMAS BARCINAS

JADEN-COLE BUTLER

ISABEL DODDS

GABRIELLA FEETHAM

SEBASTIAN IMERY

VICTORIO LORANDI

OLIVIA BAUMBERGER

SOFIA CAMACHO

ANDRES DOMENECH

ALEXANDRIA GARNER

SYDNEY JEFFERSON

FERNANDO MARTINEZ

Four Years Soccer One Year Softball

Five Years Soccer

Five Years Fall Cheer Five Years Winter Cheer Three Years Lacrosse

Four Years Tennis

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Four Years Baseball Four Years Football

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Four Years Lacrosse Four Years Soccer

Seven Years Soccer Three Years Track & Field

Three Years Football Three Years Track & Field

Four Years Soccer

Five Years Fall Cheer Five Years Winter Cheer One Year Lacrosse

Five Years Baseball

One Year Soccer

Three Years Soccer

Four Years Baseball

Five Years Soccer Class of 2026

Two Years Cross Country One Year Fall Cheer One Year Winter Cheer One Year Track & Field

Three Years Lacrosse One Year Track & Field

Two Years Basketball

Four Years Golf One Year Track & Field

Three Years Fall Cheer One Year Winter Cheer One Year Track & Field

Four Years Soccer Three Years Lacrosse One Year Cross Country One Year Track & Field

Two Years Golf

Four Years Soccer

Four Years Volleyball

Four Years Fall Cheer Three Years Winter Cheer One Year Lacrosse

Three Years Basketball Two Years Track & Field

Three Years Basketball Two Years Track & Field One Year Football

Three Years Fall Cheer One Year Winter Cheer One Year Lacrosse

Four Years Soccer

Three Years Winter Cheer Two Years Fall Cheer Two Years Softball One Year Lacrosse

Two Years Soccer

Five Years Track & Field Two Years Cross Country

Four Years Golf

Four Years Football Two Years Soccer One Year Basketball Class of 2026

Four Years Lacrosse Three Years Football

Five Years Football

OLIVIA MARTINO

DYLAN MOODY

CAROLINE ORTIZ

TALYS PORRELLO

GRIFFIN SIEGEL

EVA VAN HEEL

DECLAN McLAUGHLIN

BEATRIZ NERY LINDENBERG

THEOHARIS OUZOUNIDIS

RILEY POTTER

MATTHEW SOSLER

MAYA VANZANT

NICHOLAS MERCADO

FLORENCIA NIETO

FELIPE PAEZ

GIOVANNI PUGGINA

REAGAN STONE

Four Years Basketball One Year Track & Field

One Year Fall Cheer

ELOISE MILES

RICARDO OLLOQUI

SOPHIA PALENCIA-ALESSIO

STEPHEN COOK ROBERTS

BRYNNE SULLIVAN

MEGAN VINAS

MICHAEL MIRAGLIA

LUIS ORTEGA

AMANDA PFEIFFER

BROOKLYN SCHIFFRIN

VALERIA TOURON

Four Years Tennis

Four Years Fall Cheer Two Years Winter Cheer

NICHOLAS MIRAGLIA

GUILHERME POLLINI PRADA FERREIRA

GINA-MARIE PINEDA

VERONICA SEGREDO

HUDSON TRUBY

AALIYAH WRIGHT

Five Years Winter Cheer Four Years Fall Cheer

Four Years Football

One Year Soccer

Four Years Cross Country Four Years Soccer Three Years Track & Field

Six Years Baseball

Six Years Baseball One Year Football One Year Golf

Three Years Basketball

Two Years Cross Country One Year Tennis

Four Years Winter Cheer Three Years Fall Cheer

Two Years Soccer One Year Tennis

Three Years Tennis

Five Years Football

Two Years Fall Cheer

Three Years Soccer

Three Years Football Three Years Track & Field One Year Cross Country

Three Years Lacrosse

Two Years Fall Cheer

Six Years Softball

One Year Fall Cheer One Year Soccer One Year Track & Field

Four Years Football One Year Track & Field

Three Years Track & Field

Four Years Football

Four Years Soccer

Four Years Lacrosse

Four Years Lacrosse Two Years Golf

Four Years Tennis

Five Years Basketball Four Years Volleyball Four Years Track & Field

Two Years Soccer One Year Football

Two Years Tennis One Year Lacrosse

Three Years Soccer Two Years Softball

SOFIA VERGARA

Two Years Lacrosse

GEORGIA WALTER

Two Years Basketball One Year Softball

CLASS OF

AINHOA MOLLEJA

Four Years Volleyball

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BIRDS’S EYE VIEW

SENIOR SCHOLAR ATHLETES TA K ING I T T O T HE C OL L EGI AT E L E V EL

ON MONDAY, APRIL 27, PALMER TRINITY SCHOOL PROUDLY CELEBRATED 10 MEMBERS OF THE CLASS OF 2026 WHO HAVE COMMITTED TO CONTINUE THEIR ATHLETIC CAREERS AT THE COLLEGIATE LEVEL, MARKING AN EXCITING MILESTONE IN THEIR ACADEMIC AND ATHLETIC JOURNEYS. These student-athletes will go on to represent their respective colleges and universities in baseball, basketball, football, and soccer, competing across NCAA Divisions I, II, and III. Their achievements reflect not only talent but also years of discipline, resilience, and a deep commitment to their sport.

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This recognition underscores the strength of Palmer Trinity’s athletic program and its commitment to supporting students as they pursue their passions at the highest levels. Each of these athletes has successfully balanced the demands of rigorous academics with the intensity of competitive athletics—an accomplishment that speaks to their character and work ethic.

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We extend our heartfelt congratulations to these student-athletes for reaching this significant milestone. We also recognize the vital role played by their families, coaches, and mentors, whose encouragement and guidance have been instrumental in their journey.

As they prepare to take the next step, we look forward to following their continued success both on and off the field.

Stephen Cook Roberts - Sewanee: The University of the South (Football)

Dylan Moody - Emerson College (Basketball)

Lila Algarin - University at Albany (Soccer)

Leonardo Debasa - Walsh University (Baseball)

Nicholas Miraglia - Saint Peter’s University (Baseball)

Aaliyah Wright - Southwestern University (Basketball)

Thomas Barcinas - Rhodes College (Football)

Michael Miraglia - Frank Phillips College (Baseball)

Scarlett Baur - Northeastern University (Soccer)

Ainhoa Molleja - University of Tampa (Volleyball)

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PERSPECTIVES

Analog Skills F OR A DIGI TA L A GE :

WHY HARKNESS MATTERS IN THE AGE OF AI

BY ALDO REGAL ADO, HISTORY DEPARTMENT

WHEN WE THINK OF INNOVATION, WE USUALLY PICTURE CUTTING-EDGE TECHNOLOGY, NEW TOOLS, AND RAPID CHANGE, NOT A PEDAGOGICAL METHOD DEVELOPED IN THE 1930S. IN A MAGAZINE DEVOTED TO STEM ADVANCEMENT AND EMERGING TECHNOLOGIES, AN ESSAY ABOUT HARKNESS DISCUSSION MIGHT SEEM ODDLY OUT OF PLACE. YET I WOULD ARGUE THAT THIS NEARLY CENTURY-OLD APPROACH TO LEARNING IS MORE RELEVANT NOW THAN EVER.

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Henry David Thoreau, writing about the arrival of railroads in the 1840s, posed a prescient question: would we ride the railroads, or would the railroads ride over us?

Artificial intelligence represents a transformation at least as profound as the railroad was in Thoreau’s time. The question before us is not whether our students will use AI. They will. The real question is whether they will be equipped to use it thoughtfully, critically, and creatively, or whether they will become passive consumers of whatever outputs these tools generate.

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This is where Harkness becomes not merely relevant, but essential. For those unfamiliar, Harkness is a subjectcentered, student-led approach to learning. Students engage deeply with material outside of class, then come together to wrestle with it collaboratively. It is not about sharing opinions for their own sake or drifting into navel-gazing. It is about encountering ideas larger than ourselves, ideas that require questioning, interpretation, and collective effort to understand.

The challenge facing educators today is stark. Ensuring genuine student engagement has never been easy.

Students have always found shortcuts, whether by copying homework, relying on summaries, or cutting corners on assignments. What AI has changed is not the impulse to disengage, but the ease with which disengagement can now occur. A student can take an assignment, feed it into an AI tool without ever opening the text, and submit the result. While many students use these tools responsibly, the barrier to disengagement has never been lower. The risk is not simply dishonesty. It is the absence of encounter: no wrestling with difficulty, no grappling with ideas, no practice of the very skills students are meant to develop.

This creates a practical dilemma for teachers and schools.

Do we continue assigning the same work, knowing it can be completed with minimal authentic engagement? Do we enter an escalating arms race of detection software and enforcement mechanisms? Or do we rethink how learning itself is structured?

I have chosen the latter path. In my classroom, I do not grade homework for completion. Students read at home and arrive with handwritten annotations and notes. I review this work at the start of class, not to assign points, but to assess readiness to engage. Could a student use AI to generate insights and copy them by hand? Possibly. Even then, the student has encountered the material, processed it, and translated it into physical effort. The boundary has shifted from complete disengagement to at least some form of interaction.

Importantly, this is just one example. Specific practices will, and should, vary by discipline and teacher. What matters is the underlying principle. Preparation exists to enable meaningful engagement, not to generate points.

The real work happens in the Harkness discussion itself.

Students sit around a table and engage directly with the material and with one another. They cite evidence. They ask probing questions. They analyze rhetorical techniques, historical context, and competing interpretations. They trace how ideas such as freedom, justice, and democracy evolve over time and across documents. They compare perspectives, test claims, and wrestle with causation, continuity, and change.

What makes this approach especially powerful in an AI age is that discussion places students in a fundamentally human space. They must respond to one another in real time, adapt to unexpected insights, defend their interpretations, and reconsider their positions. Even students who arrive with borrowed ideas quickly discover that authentic participation demands more than prepared answers. The give-andtake of genuine dialogue, the ability to listen, respond, and build meaning collectively, is not something AI can do for them.

This leads to the deeper reason Harkness matters now. We need what might be called analog skills for a digital age. To be effective users of AI and builders and innovators rather than passive recipients, students need critical thinking. They need the ability to envision an end product and map the steps required to reach it. They need skepticism, judgment, and the confidence to question outputs rather than accept them uncritically. Without these capacities, students risk becoming passive users of powerful tools rather than active shapers of their futures.

These skills are not confined to the humanities. The habits cultivated through dialogue, including evaluating evidence, testing assumptions, collaborating across perspectives, and refining ideas through challenge, are foundational to scientific inquiry, engineering, and technological innovation. Harkness does not compete with STEM education. It complements it by strengthening the intellectual muscles that meaningful innovation requires.

The implications extend beyond individual success. The same critical capacities developed through dialogue are necessary for asking hard questions about AI itself. How should these technologies be governed? What world are we building with them? Who benefits, and who is left out? What values do we want to preserve as AI becomes more deeply integrated into our lives?

These are not abstract concerns. They are questions about whether we will live in a society that empowers human judgment or one that reduces individuals to data points and consumers. Answering them requires precisely the skills Harkness cultivates: analyzing complexity, questioning assumptions, imagining alternatives, and engaging respectfully with those who see the world differently.

This is why Harkness remains an innovation, even though it is nearly a century old. It has never been fully adopted.

Perhaps for that reason, it remains ready to be deployed when we need it most. It draws on humanity’s most enduring and powerful tool: collective learning, not merely acquiring information, but sharing it, refining it, and adapting it across generations.

As we navigate the promises and perils of artificial intelligence, Harkness offers a way forward that keeps our humanity at the center of education. Whether our goal is building a better future or avoiding a darker one, it equips students not just to use powerful tools, but to use them wisely.

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BIRDS’S EYE VIEW

C EL EBR AT ING 3 4 Y E A R S OF

DANNY REYNOLDS FOR 34 YEARS, DANNY REYNOLDS HAS BEEN A STEADY PRESENCE AT PALMER TRINITY SCHOOL, SUPPORTING STUDENTS AND CONTRIBUTING TO PROGRAMS THAT HAVE HELPED SHAPE THE SCHOOL. AS HE STEPS AWAY FROM HIS ROLE AS SENIOR COLLEGE ADVISOR, HIS WORK WILL LEAVE A LASTING IMPACT ON THE PALMER TRINITY COMMUNITY.

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Since joining Palmer Trinity in 1990, Reynolds has focused on expanding opportunities for students to engage with the world beyond campus. During his eight years as Associate Head of School for External Relations, overseeing Admission, College Counseling, Study Away, and Parent Relations, he worked with colleagues to support growth and program development.

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Global education has been a consistent thread throughout his career. Reynolds helped establish the school’s first semesteraway exchange program in Sydney, Australia, which later expanded into additional study-away options in Europe and Australia.

These efforts contributed to a range of service-learning, language immersion, and cultural programs that continue to offer students international experiences. During his tenure, the school joined the Round Square Network and the Duke of Edinburgh’s International Award, and he helped establish traditions such as the school flag and the St. George’s Award.

Reynolds’ work in education extends beyond Palmer Trinity. Before joining the school, he held admissions roles at Georgetown University and Florida International University and later served as a founding board member of the Global Education Benchmark Group, now the Institute for Global Learning. He has also served on the University of Miami’s Undergraduate Admission Advisory Board and is a member of the Iron Arrow Society.

Although stepping back from daily college advising, Reynolds will remain connected to Palmer Trinity as an Alumni Ambassador, supporting alumni engagement and advising on select projects. Looking ahead, he plans to spend more time with family, travel, and remain involved with the school in a more flexible role.

Danny Reynolds’ years at Palmer Trinity reflect steady leadership and long-term commitment.

The programs, relationships, and opportunities he helped foster will continue to benefit the Palmer Trinity community in the years ahead.

On Thursday, February 5, we joyfully celebrated Danny’s remarkable 34 years of dedication and service. The day began with a special Upper School Chapel in his honor where he was presented with the Jan Morrison Award, followed by the official naming of the Admission Conference Room as the Danny Reynolds Admission Conference Room.

After Chapel, we gathered for a beautiful luncheon outside, enjoying time together in gratitude and reflection. The celebration continued later in the afternoon with a reception for faculty and staff. Board members, colleagues, and dear friends of Danny joined us throughout the day, making it a truly meaningful and memorable tribute to his lasting impact.

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PERSPECTIVES

THE INTERSECTION OF TRADITION AND TOMORROW: PR EPA R ING F U T UR E-R E A DY GR A DUAT E S B Y A DR I A NN A T R UB Y, A S S O C I AT E HE A D F OR A C A DE MIC S

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THREE YEARS AGO, PALMER TRINITY SCHOOL FORMALLY LAUNCHED THE DEPARTMENT OF CONTEMPORARY STUDIES WITH A SINGULAR VISION: TO BRIDGE THE STRENGTHS OF A STRONG COLLEGE-PREPARATORY PROGRAM WITH THE RAPIDLY EVOLVING INTERESTS OF STUDENTS DRAWN TO PRE-PROFESSIONAL FIELDS. WHAT BEGAN AS A FOCUSED INITIATIVE HAS QUICKLY GROWN INTO ONE OF THE SCHOOL’S MOST DYNAMIC AND POPULAR ACADEMIC PATHWAYS, PARTICULARLY FOR STUDENTS EXPLORING ENTREPRENEURSHIP, MARKETING, AND BUSINESS MANAGEMENT.

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The launch of Contemporary Studies was not a departure from Palmer Trinity’s mission; it was a natural extension of it. Palmer Trinity has always been committed to developing the whole child: intellectually, spiritually, and ethically. The Department of Contemporary Studies embodies that same commitment. It reflects our belief that curriculum must be responsive, relevant, and rigorous, designed not only around content but around the demonstrated interests and emerging needs of our students.

Today, Contemporary Studies translates the enduring values of a Palmer Trinity education into a modern ecosystem that prepares graduates to lead in a complex and changing world.

Many Palmer Trinity students are leaning into entrepreneurship and business with both enthusiasm and intention. In response, the school has expanded the breadth and depth of its elective offerings and enhanced its International Baccalaureate (IB) Diploma Program curriculum to include IB Business Management, an academically rigorous course grounded in global perspectives, ethical decision-making, and real-world case analysis.

Electives such as Financial Literacy, Marketing, Entrepreneurship, Sports Management, Public Speaking, and Lessons in Leadership transform classrooms into laboratories of application. Students analyze authentic case studies, pitch original business ideas, manage simulated portfolios, and examine branding strategies.

They collaborate in teams, present to peers, and receive feedback from guest speakers, many of whom are alumni, parents, and community leaders who bring lived expertise into the classroom.

This experiential approach is intentional. Palmer Trinity’s academic program emphasizes critical thinking, communication, and interdisciplinary learning.

Contemporary Studies builds on that foundation by inviting students to apply their knowledge in tangible ways. Whether designing a marketing campaign, building a financial model, or developing a social enterprise concept, students move beyond theory and into practice.

Importantly, these experiences are situated within the broader Palmer Trinity curriculum. Students pursuing business or entrepreneurship also engage deeply in humanities, sciences, arts, world languages, and theology, ensuring that innovation is grounded in ethical reasoning, cultural awareness, and intellectual depth. In this way, Contemporary Studies does not replace the liberal arts tradition; it amplifies it.

BALANCING ARTIFICIAL INTELLIGENCE (AI) WITH PALMER TRINITY INTELLIGENCE (PTI) As the global economy evolves, so too must education.

The World Economic Forum’s Future of Jobs analysis identifies the human-centered competencies that will define the workforce through 2030: • Analytical and creative thinking • Resilience and adaptability • Ethical judgment and empathy • Social influence and leadership These are precisely the qualities Palmer Trinity has cultivated for decades.

Within Contemporary Studies, students engage with artificial intelligence tools to build technological fluency and literacy. They learn how AI can enhance research, streamline data analysis, and inform decision-making.

But just as importantly, they explore its limitations. They ask ethical questions. They debate implications. They consider how technology intersects with human dignity, responsibility, and leadership.

We often speak of balancing Artificial Intelligence (AI) with Palmer Trinity Intelligence (PTI): the uniquely human capacities that no algorithm can replicate. PTI reflects our commitment to empathy, collaboration, integrity, and purpose-driven leadership. Courses are intentionally designed to foster agency, encouraging students to connect their learning to real-world challenges and to innovate with a lasting, positive impact.

At Palmer Trinity, we do not see tradition and innovation as competing forces. We see them as partners. And in the Department of Contemporary Studies, that partnership comes to life, equipping students to lead with knowledge, creativity, and ethical purpose in whatever future they choose to build.

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PERSPECTIVES

W HER E T R A DI T ION MEE T S T OMOR R O W:

PALMER TRINITY STUDENTS EXPLORE STEM IN JAPAN

BY SUSY CHU, STEM COORDINATOR

TWENTY PALMER TRINITY SCHOOL STUDENTS AND FOUR FACULTY MEMBERS SPENT WINTER BREAK NOT ON A TYPICAL VACATION, BUT ON AN IMMERSIVE JOURNEY THROUGH JAPAN—ONE OF THE WORLD’S MOST COMPELLING INTERSECTIONS OF ANCIENT TRADITION AND CUTTING-EDGE INNOVATION. THE EXPERIENCE, DESIGNED AS A LIVING CLASSROOM, BROUGHT STEM CONCEPTS TO LIFE WHILE DEEPENING STUDENTS’ GLOBAL AWARENESS AND CULTURAL UNDERSTANDING. From the bustling streets of Tokyo to the historic temples of Kyoto, and from the shadow of Mount Fuji to the research corridors of Tsukuba, students encountered a country where innovation is seamlessly woven into everyday life.

A LIVING LABORATORY OF INNOVATION At the heart of the trip was an interdisciplinary exploration of STEM in action. In Tsukuba, Japan’s “Science City,” students collaborated with researchers at the University of Tsukuba, engaging directly with real-world challenges such as supporting an aging population and studying diseases affecting aortic cell walls. These weren’t abstract problems from a textbook; they were urgent, human-centered issues requiring creativity, collaboration, and technical expertise.

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Students also visited the KEK High Energy Accelerator Research Organization, where they witnessed the global nature of scientific discovery and stood at the forefront of particle physics alongside international researchers.

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A particularly powerful moment came at Cyberdyne Inc., where students observed the HAL exoskeleton: technology that uses bioelectric signals to assist human movement. What began as curiosity about

robotics quickly evolved into deeper questions about how engineering can transform lives.

As one student reflected, the experience reframed STEM as more than equations and code; it became a tool for empathy and social impact.

THE ART OF SCIENCE, THE SCIENCE OF ART The journey also highlighted the interconnectedness of disciplines. At teamLab Planets, students stepped into immersive environments where light, water, and digital technology merged into breathtaking artistic experiences.

Here, concepts like fluid dynamics and light refraction became tangible, emotional, and shared.

These high-tech encounters were thoughtfully balanced with moments of cultural reflection. In Kyoto, students participated in a service at Higashi Honganji Temple, gaining insight into Zen Buddhism and the enduring traditions that shape Japanese society. They also worked with master artisans to understand the craftsmanship behind custom kimonos, experiencing firsthand the precision and patience embedded in centuries-old practices.

ENGINEERING EVERYDAY LIFE Japan itself became a case study in applied STEM. Students rode the country’s world-renowned high-speed rail systems and explored magnetic levitation technology at the Yamanashi Maglev Exhibition Center. These experiences demonstrated how science and engineering are not confined to labs; they are integral to how societies function efficiently and sustainably.

with empathy and global awareness, it becomes a force capable of shaping a better future.

For Palmer Trinity students, Japan was more than a destination. It was a glimpse into what’s possible when innovation honors tradition, and when education extends far beyond the classroom.

From navigating the Tokyo subway system to observing urban design and infrastructure, students saw how innovation shapes daily life, making cities more connected, accessible, and forward-thinking.

A TRANSFORMATIONAL EXPERIENCE Beyond the academic insights, the trip fostered independence, adaptability, and a global perspective.

Students navigated complex systems, collaborated across cultures, and began to see themselves as part of a broader, interconnected world.

Many returned with a renewed passion for STEM and a clearer sense of purpose. They recognized that while the language of science is universal, its applications are deeply influenced by culture, values, and human needs.

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BEYOND THE ALGORITHM: HO W S T UDEN T INNO VAT OR S A R E R EDEF INING A I IN T HE C L A S SR OOM

BY IVAN RICO, COMPUTER SCIENCE

AT PALMER TRINITY SCHOOL, THE “ADVANCED TOPICS IN PROGRAMMING” COURSE IS MOVING BEYOND THEORETICAL CODE. STUDENTS ARE HARNESSING ARTIFICIAL INTELLIGENCE TO SOLVE CIVIC PROBLEMS, STREAMLINE CAMPUS LIFE, AND BUILD THE FUTURE OF PERSONALIZED LEARNING.

In the landscape of modern education, artificial intelligence (AI) is often viewed with a mixture of awe and apprehension. Educators and parents alike grapple with the implications of AI on academic integrity and critical thinking. However, at Palmer Trinity School, a different narrative is unfolding. Here, AI is not a shortcut to an answer, but a raw material for innovation.

Under the guidance of a qualified instructor and a plethora of AI tools, students in the Advanced Topics in Programming capstone course are engaging in a rigorous, project-based curriculum that mirrors the professional software development lifecycle. By moving students from the passenger seat to the driver’s seat of AI technology, we are cultivating a new generation of ethical technologists, problem solvers, and community leaders.

THE SHIFT: FROM CONSUMERS TO CREATORS

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The capstone course is designed to transcend standard computer science syntax. It focuses on the “full stack” of product development: design, prototyping, testing, and publication.

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The curriculum emphasizes that technical proficiency is only one pillar of success. The students are challenged to identify genuine friction points in their communities— whether in their homes or on campus—and engineer solutions to address them. This approach integrates “hard” coding skills with “soft” skills like project management, empathy, and user experience (UX) design.

SOLVING THE “INVISIBLE” PROBLEMS The most compelling evidence of this pedagogical success lies in the diversity of the projects produced.

Take, for instance, the complex bureaucracy of home renovation.

Sisters Angela and Alexandra Gazarian ‘26 identified a market gap for homeowners overwhelmed by municipal red tape. Their solution, PermitPro, is an AI-powered tool that serves as a navigational guide to permits and building codes. By training their model to understand location-specific regulations, the Gazarians are reducing the cognitive load for homeowners and contractors alike. This project demonstrates a sophisticated application of AI: translating dense, bureaucratic data into actionable, user-friendly guidance.

Closer to home, Dominic Durso ‘26 and his team turned their attention to the student experience. They developed Falcon Hub, an iOS app designed to tame the complexity of Palmer Trinity’s 7-day rotating schedule. By automating holiday updates and providing real-time class periods via home-screen widgets, Falcon Hub does more than tell time, it reduces student anxiety and improves organizational executive function.

context-aware responses, ChatPTS aims to build student confidence and deepen engagement with course material.

STRENGTHENING COMMUNITY TIES Technology also serves as the bridge between student governance and the student body. Vincent Urdaneta is currently developing a centralized online platform for the Student Government Association (SGA).

Moving beyond emails and bulletin boards, this forum-style website consolidates announcements and updates into a single digital “town square.” Urdaneta’s project highlights how digital platforms, when designed with intent, can strengthen a school’s social fabric and ensure equitable access to information.

THE FUTURE OF PERSONALIZED INQUIRY Perhaps the most forward-thinking application of AI in the cohort is ChatPTS, developed by Katerina Morin ‘26.

In an era of generic Large Language Models (LLMs), Morin is building a bespoke solution. ChatPTS is an AI assistant tailored specifically to the Palmer Trinity curriculum. Unlike broad-spectrum chatbots that might simply provide an answer, ChatPTS is being designed as a Socratic study partner. It is designed to understand the school’s specific vocabulary, context, and pedagogical approach.

This project represents the “Holy Grail” of EdTech: a tool that fosters curiosity rather than replacing it. By providing

A VISION FOR TOMORROW These projects are unified by a common thread: agency.

Palmer Trinity students are not waiting for the future to happen to them; they are writing the code for it today.

“These projects demonstrate how our students are applying AI not just as a tool, but as a way to innovate, solve problems, and positively impact their communities,” says Patrick Roberts, Head of School. “We are incredibly proud of their creativity, technical skills, and vision for the future.”

For parents and educators, the takeaway is clear: When we provide students with the framework to explore advanced technology responsibly, they do not just learn to code—they learn to care, to build, and to lead.

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F R OM U SER S T O INNO VAT OR S :

THE 2026 PALMER TRINITY AI BUILD-A-THON

BY CAROLINE FENTON ADMINISTR ATIVE ASSISTANT FOR ACADEMIC TEAM

A NEW WAY TO ENGAGE WITH AI The 2026 Palmer Trinity School AI Build-a-Thon marked a powerful shift in how students engage with artificial intelligence, moving beyond passive use of technology to become active innovators and problem-solvers. More than 50 students from Palmer Trinity and partner schools across South Florida gathered for a full day of collaboration, creativity, and critical thinking as they tackled complex real-world challenges submitted by local organizations and industry leaders.

The event began with an inspiring keynote from Debra Repenning, a Palmer Trinity parent and Google leader.

Repenning shared insights into the global scale of AI’s impact and discussed how emerging technologies can empower diverse learners to think creatively and approach problems in new ways. Her message set the tone for a day centered on curiosity, collaboration, and responsible innovation.

REAL CHALLENGES FROM THE COMMUNITY

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What distinguished the Build-a-Thon was its deep connection to the broader community. Students were not working on hypothetical classroom exercises; they were addressing real challenges brought forward by organizations and entrepreneurs. Teams selected from ten problem statements submitted by partners, including hapi, NUVIDOM, Zoo Miami, RapidSOS, Deering Estate, StarSolar, and Island Finance.

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Some teams tackled Zoo Miami’s challenge by designing interactive AI tools to keep visitors engaged in conservation education long after they leave the park.

Others addressed global energy infrastructure in response to a StarSolar prompt, developing AI-powered lead-generation tools to help sales teams identify highpotential neighborhoods for solar panel installations across Puerto Rico. Another group confronted the high-stakes challenge presented by RapidSOS SafeLine Response, exploring how AI systems could support emergency communication while maintaining the critical safeguard of human judgment.

The diversity of these challenges gave students a strong sense of ownership and purpose. Each team worked toward solutions that were not only technically creative but also socially meaningful.

“Teams of students from Palmer Trinity and partner schools across South Florida were handed challenges that were entirely real—problems submitted by community organizations such as Zoo Miami and Deering Estate and Palmer Trinity parents who brought their own business challenges to the table,” said Jon Sastre, Professor at Florida International University’s School of Business, and PTS Parent. “There were no hypotheticals—real organizations, real businesses, and real stakes.”

FROM IDEA TO PROTOTYPE To guide students through the process, Palmer Trinity partnered with AI innovators Ralph Quintero and Gianni D’Alerta of Purple Horizons. Under their mentorship, teams began by using Google’s Gemini to draft Product Requirement Documents (PRDs), carefully defining the purpose, core features, and ethical considerations of their applications before moving into development.

With a clear blueprint in place, students then built their prototypes using Lovable, a no-code development platform that enables users to transform ideas into working products. By combining thoughtful prompting with accessible technology, students were able to move quickly from concept to functional prototype, demonstrating both technical skill and entrepreneurial thinking.

THE PITCH As the afternoon progressed, the Main Dining Room transformed from a collaborative workspace into a pitch stage. Using Gamma to design professional presentations, each team had three minutes to present their solution to a panel of judges.

The presentations were followed by a questionand-answer session that allowed students to explain their reasoning, defend their design choices, and reflect on the ethical and technical challenges they encountered. The exchange gave judges a clear view of the students’ problem-solving abilities and offered participants a valuable opportunity to pitch ideas in a professional setting.

INNOVATION AND AGENCY What the students built was remarkable. Using tools such as Google Gemini, Lovable, and Gamma, teams produced solutions that were both technically sophisticated and genuinely original.

“The thinking on display was creative problemsolving with AI as a collaborator,” Sastre noted.

“Students were directing, iterating, and building with a level of fluency that many working professionals don’t yet possess. This exchange allowed teams to refine their ideas and gain first-hand experience pitching ideas to a professional audience.”

While the first- and second-place teams left with tangible prizes, the most important outcome of the day was far broader. Students discovered their own agency as builders, innovators, and entrepreneurs. By the end of the Build-a-thon, participants walked away with more than prototypes—they left with the confidence that, with imagination, ethical awareness, and the power of AI, they have the tools to help shape a better future. As an 8th Grader, Constantin Wiegand, reflected, “We actually made our own ideas happen.”

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THE MINISTRY OF SHOWING UP: W H Y PR E SENC E M AT T ER S MOR E T H A N E V ER IN A N A I-SH A PED W OR L D

BY REVEREND SANDR A CURTIS, CHAPL AIN

As I recently listened to Adrianna Truby’s presentation, “The Human Advantage: Preparing Future-Ready Students in an AI-Shaped World,” her keen insights into the changing landscape of education from the influence of AI sent my mind spinning. In my role as a school chaplain and in my personal life, I’m increasingly convinced that AI will have a significant place in the moral and religious formation of this generation in ways I couldn’t have imagined even two years ago.

There’s been an unmistakable shift in my own home, largely driven by my tech-savvy husband and children. We’ve moved from just asking Google for basic information to turning to AI for advice. It has become the arbitrator of nearly every dinner-table debate and passing curiosity: What are the best things to do on a Chicago vacation? Where should we go fishing this weekend, and at what time, based on the tides? Can you look at this picture of my refrigerator and tell me what to cook for dinner?

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What surprises me most, however, is not how often adults are using these tools in novel ways, but how naturally our students trust AI with their most difficult and personal challenges.

They turn to AI for help with schoolwork, relationship advice, wardrobe decisions, and even late-night reassurance when anxiety creeps in, but also for consolation in the face of grief, for companionship when they are lonely, and for distraction when they are overwhelmed. For them, consulting AI isn’t experimental; it’s increasingly a matter of course to turn online first. What they often find are easy answers, supportive affirmations, nonjudgmental listening, and uncomplicated feedback. There is no embarrassment, no awkward pause, no fear of disappointing someone. It is available at 11:30 p.m. the night before the test or during a lonely moment after a disagreement with a friend. It’s no wonder more and more people—including our students—have come to rely on AI to navigate their lives. This genie cannot be wished back into the bottle. We should rightly have significant concerns about AI spirituality, yet I am encouraged.

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In our Episcopal schools, we are responding with care and thoughtfulness. Faculty are integrating AI into classrooms with integrity, helping students explore both its strengths and limitations. We are discussing authorship, originality, and ethical use. As chaplains, the conversations about AI in religious formation and study, the questions run deeper: What does discernment look like when answers arrive instantly? What does prayer mean when a machine can compose one in seconds?

How do we form wisdom—not just competence—in an age of algorithmic assistance?

Our Episcopal tradition offers a steady theological anchor: the Incarnation. God became flesh and dwelt among us. Presence is

not incidental to Christian formation; it is essential.

Grace is mediated through embodied community— through voice and silence, song and shared meals, gathered prayer and holy conversation. AI can generate eloquent words about hope. It cannot stand in chapel and feel the weight of communal grief. It cannot sit in a hospital waiting room. It cannot notice the tremor in a student’s voice or the absence of a usually cheerful child.

Much of our most important work as chaplains and educators is profoundly incarnational. It is the embodiment of love in the dayto-day life of a school. It is cheering at the big game. It is sitting in the audience for the school musical. It is listening carefully when a senior worries about college decisions. When a student asks, “Do you have a minute?” they are not looking for information. They are seeking presence. That kind of attention is sacramental. It shapes souls with grace and in ways no algorithm can replicate.

This does not mean we fear or reject AI. On the contrary, we can help students approach it with curiosity and discernment.

We can ask together: When is this tool helpful? When does it diminish your voice or your ability to listen? What does integrity look like in a collaborative digital age?

Episcopal education has always been about forming the whole person—mind, body, and spirit. Teaching students to use powerful tools wisely is part of that calling, but so is teaching them to pause, to do the hard work of self-reflection, and to value relationships and kindness over efficiency.

In Scenes of a Clerical Life, George Eliot writes that ideas are often “poor ghosts,” passing before us like “thin vapour” until, she wrote, “But sometimes they are made flesh; they breathe upon us with warm breath, they touch us with soft responsive hands… they are clothed in a living human soul.” Then, “their presence is a power… and we are drawn after them… as flame is drawn to flame.”

Religious formation in Episcopal schools is precisely this work of making ideas flesh. Faith cannot remain an abstract concept or a well-phrased response generated on demand. It must breathe.

It must be embodied. It must be clothed in living souls—teachers, chaplains, and students who love, struggle, forgive, and hope together. AI may offer us ideas. But only an incarnate community can make them come alive in a messy and contradictory world.

We can teach students to use AI wisely. We can integrate it thoughtfully. We can examine its theological implications honestly. But we must remain clear about what is uniquely entrusted to us. In a world increasingly mediated by algorithms, the ministry of showing up and being a living example of God’s love becomes even more sacred.

THE APOLLO PROJECT RACES TOWARD THE SUN

BY JESSE DE VER A AND BRIAN DIA Z, COMPUTER SCIENCE

THE APOLLO PROJECT IS OFFICIALLY RACING BACK TO THE TRACK. THIS STUDENTDRIVEN STEM INITIATIVE AIMS TO RAISE AWARENESS ABOUT CLIMATE CHANGE AND INSPIRE SUSTAINABLE SOLUTIONS FOR THE WORLD’S ENERGY NEEDS THROUGH THE DESIGN, CONSTRUCTION, AND RACING OF A SOLAR-POWERED GO-KART. Beyond building a vehicle, the Apollo Project supports Palmer Trinity’s broader sustainability mission while educating and inspiring both students and the wider community. Participants explore renewable energy technologies and gain hands-on experience across a wide range of STEM disciplines. The project integrates computeraided design (CAD), engineering, mathematical modeling, computer programming, mechanical assembly, vehicle operation, and maintenance—offering students a truly interdisciplinary learning experience.

Since Mr. Diaz launched Palmer Trinity’s solar go-kart team in 2019, with alumnus, Owen Reynolds, the ultimate goal has been to compete in the SunChase competition at Florida Gulf Coast University (FGCU). Previous coaches Mr. Du Feu and Mr. Apanovitch made tremendous progress toward that goal. Drawing on my own past SunChase experience, I was excited to step in as coach last year and help push the project across the finish line alongside Dr. Llinas and Palmer Trinity’s Environmental Stewardship initiatives.

This year’s dedicated team—Isabella Navas ‘28, Mila Durso ‘28, Isaac Kromo ‘28, Amanda Li ‘28, Renee Montano ‘28, Katerina Morin ‘26, Amanda Organvidez ‘28, Felipe Paez ‘26, Ari Schonfeld ‘28, and Zhiran Xu ‘28—has completely revamped the vehicle. Students have installed a new suspension system, rewired the batteries to operate in a 48volt series configuration, and are finalizing the re-mounting of the brakes while integrating the solar panels.

The Apollo Project has truly become a school-wide collaboration. Members of the Art Honor Society have even volunteered to paint the finished kart. Time remains the team’s greatest challenge, as Palmer students balance demanding schedules filled with athletics, arts, and academics. Still, the team’s Wednesday after-school work sessions ensure that every minute in the garage counts.

On April 10, students presented their engineering journey to judges, defending key technical decisions—such as selecting a 48-volt series configuration over a 24-volt parallel setup— while their kart underwent rigorous safety inspections.

On April 11, competition shifted to the track, with four heats along FGCU’s perimeter course: two speed heats, capped at 30 mph (the team reached 23 mph in testing), and two 30-minute endurance races.

Palmer Trinity earned an impressive secondplace finish overall.

The team is incredibly grateful to Palmer Trinity for providing the Falcon’s Nest as its workshop and garage. If you’re curious about the project, stop by on a Wednesday after school—the team is always excited to share their work and show off the solar kart in their recently designed workspace.

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INNO VAT ION & L E A DER SHIP

EDUCATING CITIZENS OF THE AI AGE

BY R ALPH QUINTERO, CO-FOUNDER, PURPLE HORIZONS

TWO YEARS AGO, PALMER TRINITY SCHOOL MADE A DECISION THAT MOST SCHOOLS WERE STILL DEBATING: NOT WHETHER TO ENGAGE WITH ARTIFICIAL INTELLIGENCE, BUT HOW. THE DIFFERENCE IN FRAMING IS EVERYTHING. WHILE OTHERS HESITATED, PALMER TRINITY MOVED DELIBERATELY, STRATEGICALLY, AND WITH A CLEAR CONVICTION THAT PREPARING STUDENTS FOR THE WORLD THEY WILL INHERIT DEMANDS MORE THAN TRADITIONAL ACADEMIC RIGOR. I am the Co-Founder of Purple Horizons, the AI education consultancy retained by Palmer Trinity to help navigate this journey. What we have witnessed over these two years, and what we helped build alongside this community, represents some of the most intentional and forwardthinking work happening in independent school education in South Florida today.

BUILDING THE FOUNDATION It started with an honest look in the mirror. Before Palmer Trinity could lead, it needed to know where it stood. An AI readiness audit surfaced both the school’s strengths, including a culture of intellectual curiosity, strong faculty relationships, and existing commitments to digital citizenship, and the gaps that would need bridging. From that audit emerged a clear vision: Palmer Trinity would build a school-wide fluency, from the Head of School to the newest sixth grader.

Purple Horizons was brought in to translate that vision into a structured program. Together, we developed an AI integration framework grounded in three principles: ethical & responsible use, practical application, and continuous learning. This was a sustained commitment, built into the academic calendar, supported by leadership, and designed to evolve.

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FACULTY FIRST

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The school’s leadership understood a simple truth: you cannot give students what teachers don’t yet have.

Professional development became the cornerstone of the first phase. Faculty participated in a series of immersive sessions covering AI fundamentals, classroom applications, academic integrity in an AI-enabled world, and hands-on tool training. Department heads received dedicated consultations. Office hours gave individual

teachers a space to explore, question, and experiment without judgment.

The result was a faculty that didn’t just tolerate AI in the classroom. They began integrating it with intention.

Teachers started designing assignments that required students to think alongside AI, evaluate its outputs critically, and understand both its power and its limits. That shift in pedagogical approach is quiet but profound. Palmer Trinity graduates will enter college and careers already fluent in a mode of working that many of their peers will spend years catching up to.

A COMMUNITY-WIDE CONVERSATION Innovation at a school doesn’t live in classrooms alone.

Parents were brought into the conversation early, as genuine partners rather than an afterthought. Our first morning parent session helped families understand what AI integration actually means, how to support their students at home, and why the school’s approach to academic integrity remains as rigorous as ever, just newly calibrated for the realities of 2025 and beyond.

Students in grades 6–12 received dedicated workshops covering responsible AI use, digital citizenship, and futureready skills. The goal was never to hand students a new toy. It was to help them understand a new kind of thinking tool and take ownership of how they use it.

THE BUILD-A-THON: WHERE IT ALL CAME TOGETHER The first annual Student AI Build-a-Thon was the clearest demonstration yet of what this investment could produce.

Teams of students from Palmer Trinity and partner schools across South Florida were handed challenges that were entirely real: problems submitted by actual community

organizations and Palmer Trinity parents who brought their own business challenges to the table.

The Build-a-Thon did more than produce impressive projects. It signaled something to the broader South Florida education community: Palmer Trinity is helping to define where AI in education goes.

You can read more about the Build-a-Thon on page 34.

WHAT IT MEANS TO GRADUATE AI-LITERATE The downstream impact of this work is the part that matters most. A Palmer Trinity graduate will arrive at university or their first job with something most of their peers won’t have: genuine fluency. They will know how to prompt, evaluate, iterate, and create. They will understand the ethical dimensions. They will have already used AI to solve real-world problems under real pressure.

In a labor market being reshaped faster than anyone predicted, the students who can work alongside AI, who understand it as a tool and engage it with confidence, will move faster, build more, and lead earlier.

Palmer Trinity is building that cohort, one graduating class at a time.

The administration’s commitment here deserves recognition. Embedding AI literacy across an institution requires vision, budget, faculty buy-in, and a willingness to move before the path is fully mapped. Palmer Trinity’s leadership chose to move. The students and this community are already better for it.

The first annual Build-a-Thon was a beginning, not a summit. What comes next will be shaped by a student body that has already proven it is ready for whatever this new technological era brings, and a school that made sure of it.

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EVENTS

HOMECOMING WEEK BRINGS SCHOOL SPIRIT TO LIFE Palmer Trinity’s Homecoming Week was filled with creativity, school spirit, and unforgettable memories as students celebrated through a series of themed dressup days. The week kicked off with Army vs. Barbie Day, followed by Superheroes vs. Villains, Celebrity Day, Color War, and Decades Day, where each grade level represented a different era.

The celebration culminated on Friday with an unforgettable Homecoming Pep Rally that had the entire community on its feet.

From spirited competitions to enthusiastic performances, the event was the perfect finale to a week that showcased the energy, camaraderie, and traditions that make Palmer Trinity such a special place.

HOCO WEEK MONDAY Barbie vs. Army

TUESDAY Superheroes vs. Villains

WEDNESDAY Celebrity Day

THURSDAY Color War

FRIDAY Decades Day

SCAN TO WATCH THE RECAP VIDEO!

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FALCONS!

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EVENTS

LESSONS AND CAROLS

W I T H L IGH T ING OF T HE C HR IS T M A S T R EE A SENSE OF SHARED JOY WAS FELT ACROSS CAMPUS DURING OUR ANNUAL LESSONS AND CAROLS SERVICE. The Christmas tree lighting festivities continued with seasonal music, holiday treats, and hands-on crafts for all ages. A standout was the Student Art Showcase, which invited the community to celebrate our students’ artistic achievements. It was an evening that honored our deepest traditions while creating new, lasting memories for the entire Palmer Trinity family.

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Special thanks to Committee Chairs, Veronica Sucre and Beatriz Salas Salcedo, along with Steering Committee members Ophelia Valls, Marietta Socarras, and Noli Roque, for their leadership and dedication in making this event possible.

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BOWS AND BOW TIES HOLIDAY PARTY

OU R A N N UA L B OWS A N D B OW T I E S HOL I DAY PA RT Y B ROUG H T A T OUC H OF G AT S BY-E R A G L A MOU R T O T H E H I S T OR IC B I LT MOR E HO T E L ON DEC E M B E R 6 , 2 0 2 5 .

The evening welcomed more than 500 parents, alumni, trustees, faculty, and staff for a celebration that felt both timeless and festive. The night was a powerful tribute to the unique bonds that define the Palmer Trinity community.

Special thanks to Committee Chairs Eva Walther, Mercedes Anez, Claudia Mendez Touron, and Donna Ebanks for their leadership in making this event such a success.

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T HE 24 T H A NNUA L

SANDY GOLF TOURNAMENT FOR MORE THAN TWO DECADES, THE SANDY GOLF TOURNAMENT HAS BEEN A CORNERSTONE OF SUPPORT FOR FINANCIAL AID AT PALMER TRINITY SCHOOL, HELPING ENSURE THAT A PALMER TRINITY EDUCATION REMAINS ACCESSIBLE TO TALENTED AND DESERVING STUDENTS THROUGH NEED-BASED ASSISTANCE. 1

This year’s tournament was once again completely sold out, bringing together members of our community for a memorable day of golf, camaraderie, outstanding food, and spirited competition. The event raised approximately $115,000, with contributions generated through foursomes, orchid sales, raffle entries, and a variety of oncourse activities, an inspiring reflection of the generosity and enthusiasm of our community.

We extend our sincere appreciation to the Block Family and the Sandy Golf Committee for their steadfast leadership and continued dedication to this meaningful tradition.

We are also deeply grateful to our presenting sponsor, Northern Trust, our Fairway Sponsor, CBM, and the many sponsors, participants, alumni, and volunteers whose collective support made this year’s tournament such a success.

Special thanks to our co-chairs: Brian Gershen ’98, Lynne Keller, and Nathan Zeder ’98, and to our dedicated committee members: Shawn Crews, Landon Michelson ’10, Mike Miraglia, Laura Ratmiroff, Zachary Sulkes, and Stephanie Voell.

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1. Patrick Roberts welcomes guests 2. PTS Alumni Group Photo 3. Jolie Duenas, Evans Crews, Lynne Keller, Mimi Fernandez 4. Shotgun Start 5. Beautiful day for golf 6. Patrick Roberts, Elizabeth Bacardi 7. Winning Team - Anthony Rubido, Alex Mavedo, Evan Zeder, Nathan Zeder 8. Jesus Socorro, Patrick Roberts, Camilo Montana 9. Sandy Gold 2026: Northern Trust Title Sponsor 10. Sandy Gold 2026: CBM Fairway Sponsor

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LEADERSHIP CIRCLE RECEPTION

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ON MARCH 5, 2026, WE GATHERED FOR OUR ANNUAL LEADERSHIP CIRCLE RECEPTION, GRACIOUSLY HOSTED BY PATRICK AND LAURA ROBERTS AT THEIR HOME. THE EVENING PROVIDED A MEANINGFUL OPPORTUNITY TO CELEBRATE AND THANK THE DEDICATED MEMBERS OF OUR LEADERSHIP CIRCLE, WHOSE GENEROSITY ACROSS OUR FIVE LEADERSHIP GIVING LEVELS CONTINUES TO SHAPE AND STRENGTHEN THE PALMER TRINITY EXPERIENCE.

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Surrounded by a shared sense of purpose, guests enjoyed an evening of connection and gratitude, reflecting on the impact of their support on our students, faculty, and programs. Their continued commitment ensures that Palmer Trinity can advance its mission and provide exceptional opportunities for our community.

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1. Ervin and Giselle Knoblauch-Salar, Brian and Andrea Cruz May, Patrick and Jenifer Withers 2. Bert and Stephanie Del Valle, Multu Kucuk and Marie Cuvelier 3. Lara Grillo, Ashley Chapman, Richard Grillo 4. Michael Prkic and Marcella Prieto,Leivys and Jesus Socorro 5. Claudio Ravinet, Hudson Smith, Luis Segredo 6. Gheorge and Lynley Ciorobea, Juan Gomez, Frank Vina 7. Alexis Rogers, Anne Neithardt, Carolin Wiegand 8. Lynne Keller, Laura Roberts, John Keller 9. Brandi Muttart, Haitham Khoury, Joanna Khouri 10. Richard and Maxine Earle, Patrick Roberts

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AQUATIC CENTER GROUNDBREAKING

Palmer Trinity celebrated the groundbreaking of our new Aquatic Center, an exciting milestone for our school community and a bold investment in the future.

Joined by students, faculty, trustees, community leaders, honored guests, and the mayor of the Village of Palmetto Bay, Karyn Cunningham, we marked the beginning of a state-of-the-art facility that will feature a 50-meter competition pool, grandstand seating, dedicated locker

rooms, and expanded opportunities for athletics, wellness, and aquatic education.

More than a new building, this Center reflects our commitment to educating the whole student, Mind, Body, and Spirit, and creating spaces where Falcons can continue to learn, grow, and pursue excellence for years to come.

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PALMER TRINITY CELEBRATES THE CLASS OF 2026 ON GRADUATION DAY Families, friends, and faculty all gathered to honor the Class of 2026 as the students cherished their journeys and reflected on the unforgettable memories they made together.

The playing of the bagpipes indicated the beginning of the procession, creating a sense of togetherness and tradition. A moving vocal performance from select graduating seniors set the stage for the celebration that followed.

The program highlighted meaningful speeches from school leadership and student speakers, including Valedictorian Ema Ortega ‘26, Salutatorian Alessandro Vidal ‘26, and reflective remarks from Scarlett Baur ‘26. We wish this graduating class the best of luck on their journey forward, and are so proud of what they have accomplished.

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EVENTS

EM A OR T EG A VA L EDIC T OR I A N Whenever you get the chance to see more of the world, take it. Make that leap.

Close that book. Put down your phone.

And open your mind to the unknown. As long as there’s more left for us to find. As long as ambiguities stay around–and they will–we’ll have opportunities for renewal.

For betterment. The things or people that make us feel the most foreign–that make us question ourselves–are the ones worth knowing.

A L E S S A NDR O V IDA L

PALMERTRINITY.ORG

S A L U TAT OR I A N

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Maybe the point of growing up is learning that life is not something waiting for us on the other side of achievement.

It’s happening now. And yes, the future is uncertain. But maybe life was never meant to be fully figured out before it could be lived. Because the truth is, we’ll always have another reason to say “I can’t wait.” But if we spend our entire lives chasing what comes next, we risk becoming strangers to the moments that were supposed to matter most. So be ambitious. Dream fearlessly. Fall in love with your future. Build incredible lives for yourselves.

S C A R L E T T B AUR S ENIOR S P EEC H Being on that big stage in the final moments of my high school career made me realize how that moment, and all of the emotions, was really a reflection of the relationships I had built on this campus, and how much they meant to me. This community truly is special and has brought me bonds and lessons that have changed my life and I will never forget. Being on this campus and witnessing the talent and support among my friends and classmates made me realize that we all have our own passions, and that we are all growing up together for the first time.

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College Acceptances and Matriculation American University*

IE University* - Spain

Tufts University

Amherst College

Indiana University (Bloomington)*

Tulane University*

Appalachian State University

Lehigh University

United States Military Academy

Babson College*

Louisiana State University

Universidad Europea - Spain

Belmont University

Loyola Marymount University

University of Arizona

Bentley University

Loyola University New Orleans

University of California (Berkeley)*

Bocconi University - Italy

Lynn University

University of California (Los Angeles)

Boston College*

Miami Dade College*

University of Central Florida*

Boston University*

Michigan State University

University of Chicago*

Bowdoin College

Montana State University

University of Cincinnati

Brown University*

New College of Florida

University of Colorado (Boulder)*

Bucknell University

New York University

University of Connecticut

Cal Poly

New York University*

University of Florida*

Case Western Reserve University

Northeastern University*

University of Georgia

Northwestern University*

University of Kentucky

Nova Southeastern University

University of Miami*

Oberlin College

University of Michigan*

Parsons School of Design at The New School*

University of Mississippi*

Colorado State University Columbia University

Penn State University*

University of Notre Dame*

Cornell University*

Pepperdine University*

University of Oklahoma

DePaul University

Pomona College

Duke University*

University of Pennsylvania

Purdue University*

Duquesne University

University of Richmond

Rhodes College

Elon University*

University of San Diego

Ringling College of Art and Design

Embry-Riddle Aeronautical University (Daytona Beach)

University of South Florida*

Rollins College*

University of Southern California*

Saint Peter’s University

University of St Andrews*

Santa Fe College*

University of Tampa*

Savannah State University

University of Texas

Smith College

University of the South

Southern Methodist University*

University of Virginia*

Florida Atlantic University*

Southwestern University

University of West Florida

Florida Gulf Coast University

St. Thomas University

University of Wisconsin*

Florida International University*

Stanford University

Vanderbilt University*

Florida State University*

Suffolk University

Virginia Military Institute

Fordham University*

SUNY Albany

Virginia Tech

Frank Phillips College

Susquehanna University

Wake Forest University*

Franklin University Switzerland

Syracuse University*

Walsh University

George Washington University*

Tallahassee State College*

Washington College

Georgetown University*

Texas Christian University*

Wentworth Institute of Technology

Georgia Southern University

The Ohio State University

Wesleyan University

High Point University

The University of Edinburgh - Scotland

Western Michigan University

Chapman University Clemson University* College of Charleston* Colorado School of Mines*

Emerson College Emory University Endicott College

PALMERTRINITY.ORG

Escuela Superior de Administración y Dirección de Empresas (ESADE) - Spain

54

University of North Carolina (Chapel Hill)*

*Multiple matriculants

Good Luck Falcons!

55

ALUMNI NEWS

THE CLASS OF

2026

PALMERTRINITY.ORG

TO THE ALUMNI ASSOCIATION

56

CLASS NOTES PTS ALUMNI ASSOCIATION Mission Statement The objectives of the Palmer Trinity Alumni Association shall be to advocate and support Palmer Trinity School and its mission, provide opportunities for Alumni involvement with the School and fundraising, and to lead activities and events that build and maintain an active, informed, and engaged Alumni community.

Everyone has a story after they leave Palmer Trinity School - share yours by contacting our Alumni Relations Coordinator. The Aerie magazine editorial staff also welcomes submissions and suggestions. If you have an idea for a feature story, please contact our Editor-in-Chief.

As always, we encourage you to keep in touch with your Class Agent by sending in your Class Notes for the 2026-2027 issue of the Aerie.

57

ALUMNI NEWS

1970S HEATHER ZIEGLER NASH ‘76 retired from Publix Supermarket after 33 years and has since relocated to Aiken, South Carolina, where she lives on 20 acres. Her twin brother Kris ‘76 lives just three minutes away.

1990’s TONY DE VELASCO ‘92 recently completed his 21st year as a college professor at the University of Memphis.

DANIEL LUCHSBACHER ‘95

DANIEL LUCHSBACHER ‘95 lives in Schongau, Bavaria, Germany with his wife Eva and their three children, Marina, 19, David, 16, and Samira, 5. He has worked as a surveyor for the Bavarian government for 30 years and has spent 25 years working at the Munich Oktoberfest. He also continues to play basketball for local team TSV Peiting, where he has been a member for 31 years.

2000’s JASON HINGERTON ‘00 spent nearly two decades in the automotive industry before switching to medical device development in 2025.

PALMERTRINITY.ORG

TONY DE VEL ASCO ‘92

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BRITTNEY AND WILSON HERNANDEZ ‘06

RODRIGO HENG-LEHTINEN ‘04 recently started a new job at The Trevor Project, the leading suicide prevention and crisis intervention organization for LGBTQ+ young people. His role focuses on changing hearts and minds so all LGBTQ+ youth can see a bright future for themselves. As part of this position, he published an op-ed in Newsweek about his family’s journey to understand him as a transgender man.

LOREANA VON PLOCKI ‘05 recently exhibited her documentary photography work from Barú, Colombia, where she was selected among a group of talented women photographers for her first exhibition. She has also taken on a new role as Head Photographer at Fairchild Tropical Botanic Garden. Her daughter Isabella Rodriguez, Class of 2030, will be moving from the Palmer Trinity middle school to upper school this fall.

KRISTOFER HERNANDEZ ‘06

KRISTOFER HERNANDEZ ‘06 and Dr. Monica Skoko Rodriguez welcomed their newborn daughter Petra into the world on November 24, 2025. Just in time for Thanksgiving!

ALEX FABRE ‘06 relocated to Michigan eight years ago, where she owned and operated a bakery and built a life through eight winters.

She is the proud parent of two sons, Maximiliano, 10, and Luciano, 8, and the family dog, Mr. Potato. Alex will be returning to Miami to be closer to family and is looking forward to the next chapter.

BRITTNEY AND WILSON HERNANDEZ ‘06 continue to enjoy life in Miami.

Brittney is currently serving as Lower School Head at Carrollton School of the Sacred Heart here in Miami, and Wilson is Director of Strategy and Operations at The Brand Collective. They have three children, and their oldest Gabriel will be a Falcon in the fall!

MICHAEL K JELSON ‘09

KRIST YN SCHWARTZ ‘09

STEPHANIE SILVA KREPS ‘09

STEPHANIE SILVA KREPS ‘09 My husband and I welcomed our son, Noah Alexander, on May 10, 2025.

After living in New York for 10 years, we moved back to Miami to be closer to family and live only 5 minutes from my brother and sisterin-law, MIKE & PATTY SILVA (FELLOW ALUMNI, CLASS OF ‘06)! I’m a VP of Publicity at a boutique agency working with clients like National Geographic, Apple TV, and Prime Video.

MICHAEL KJELSON ‘09 and his wife, Diana, recently welcomed baby Astrid to their family. Now a pack of 6 (including dogs Poppy, Mila and Lulu) residing in Dallas, TX, Michael is embracing his new role as Girl Dad. After earning his Master’s degree from Georgia Institute of Technology, he is currently an engineering director in industrial manufacturing.

LISA DEL REY ‘10

KRISTYN SCHWARTZ ‘09 married Dennis Gingrich in an epic adventure elopement in Ouray Colorado! They exchanged vows in a gorgeous spot on the side of a mountain and then over the next few days the couple embarked on some thrilling adventures including scaling a mountain, rappelling down Looking Glass Arch and even bungee jumping all while wearing their wedding attire!

When Kristyn isn’t jumping off cliffs in her wedding dress or traveling the world, she loves living in Lake Placid Florida where she owns two Natural Pet Stores that she & Dennis started from scratch, Puppers & Hairballs.

2010’s LISA DEL REY ‘10 lives in South Miami with her husband, Julio, and their three young children. A longtime marketing professional turned entrepreneur, Lisa recently took over Miami staple Step by Step Children’s Shoes & Clothing, where she loves helping families find the perfect fit for every milestone.

When she’s not at the store, you’ll usually find her on the tennis courts, with her kids, or bringing people together through community projects and events. If you stop by Step by Step, be sure to say hello!

CINDY CHANG ‘10

CINDY CHANG ‘10 and and her husband welcomed their first child last summer.

Cindy recently started a new position as a Research Psychologist and continues to grow her private practice in San Diego.

SAVY DOMINGUEZ MORRIS ‘11 and her husband Matthew live in Boca Raton, FL with their two kids Michael & Avila.

Savy has been enjoying working as a News Producer & the family is very happy to finally be living close to Miami again!

ALEX DAUD ‘11 is spending the spring playing keys and singing on tour across the US with Brazilian musician Sessa. They played a show at Zeyzey in Miami on May 20.

ALEX DAUD ‘11

WILSON VALLE ‘11

SAV Y DOMINGUEZ MORRIS ‘11

WILSON VALLE ‘11 and his family relocated to England last summer for a three-year exchange tour with the UK Royal Navy, where he flies their aircraft, participates in their customs and courtesies, and wears their uniforms. In March 2026, he flew a training sortie as part of a pair of Commando Merlin Helicopters.

ELLIE NEWMAN ‘12 lives in Atlanta, GA, with her husband, Gulliver Alum, Nick Sinatra. She gave birth to their first child, Bennett Francis Sinatra, on August 18th, 2024. Bennett is growing fast and hopes to be a PTS student one day.

ELLIE NEWMAN ‘12

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ALUMNI NEWS

LEDAH GELLER ‘12 married Joseph Geller, an orthopedic surgeon, in August. The two first met during freshman parents’ weekend at Dartmouth College, when both of their fathers, each a Dr. Geller, had coincidentally made reservations for parties of three at the Canoe Club in Hanover, NH — and Ledah’s family arrived to find their table already occupied by Joseph’s. Nearly a decade later, fate brought them back together when Ledah’s father fell seriously ill while vacationing in Venice, Italy and was medically evacuated to Jackson Memorial Hospital in Miami, where Joseph was on staff as an orthopedic surgeon.

During her father’s recovery, Joseph visited daily, and the two quickly fell in love. The couple married in August and welcomed a baby girl in May.

SEAN RAMRAS ‘12 is SEAN R AMR AS ‘12 completing his residency in General Surgery at NICOLE FONT (DEL OSO) ‘13 University of Connecticut She graduated from FIU and will be starting with a Ph.D. in Teaching Vascular Surgery Fellowship and Learning: Language, at Hartford Hospital in the Literacy, Literature, and fall. Sean currently resides Culture. Her research has in Farmington, CT with his been submitted to the fiancé Allison while they American Educational plan for their nuptials this Research Association and upcoming summer. will be presented at their national conference in April.

LINDSAY KERDYK ‘12 celebrated her engagement ELIZABETH ‘LIZZIE’ to Rob Patty in early EVERSOLE ‘13 welcomed August 2025 in Key Largo, a baby girl on September FL. The couple met at 30th, 2025 with her Auburn University. They are husband Corey Andre in currently living in Miami, Atlanta, Georgia. These where Lindsay works past few months have been alongside her brother, filled with travel and new WILLIAM ‘TRAE’ KERDYK adventures, alongside Lizzie ‘10 in real estate. launching her own event planning business.

NICOLAS RODRIGUEZ GARCIA ‘14 was honored in November 2025 with the University of Miami College of Engineering Alumni Association Young Alumnus of the Year Award, recognizing his professional achievements and dedication to advancing the field of engineering.

PALMERTRINITY.ORG

FRANK NESPRAL ‘12 currently resides in Miami with his wife, Isabel. In September 2025, they welcomed their son, Frankie James Nespral.

Frank is a Banking Officer at CIBC Bank USA, where he focuses on middle-market lending and credit analysis.

LEDAH GELLER ‘12

DANIEL DU FEU ‘14 recently rode 100 miles in Columbus, OH, as part of Pelotonia, raising funds for cancer research alongside his team from Foxen. In just six hours, Daniel reached his fundraising goal—thanks to incredible support from his Palmer Trinity community of friends and family. The 7+ hour ride through steep hills was no easy feat! Daniel has completed Ironman events and other fundraisers for mental health in the past and is looking forward to the next ride for a cause. Including the 2022 Ironman with TAYLOR MARKS ‘14, raising $15,000 for mental health.

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FR ANK NESPR AL ‘12

ELIZABETH ‘LIZZEI’ EVERSOLE ‘13

DANIEL DU FEU ‘14

JOSEPH CHAO ‘14 and his fiancée, Gisselle, first crossed paths during their high school years while working summer jobs at John Pennekamp.

Though life took them in different directions, their story was far from over. Years later, they reunited after Joseph earned his master’s degree in International Business, and what once was a youthful connection quickly grew into something lasting and meaningful.

On July 13, 2024, Joseph proposed, beginning an exciting new chapter in their journey together.

They were overjoyed to celebrate their love and said “I do” on February 28, 2026, surrounded by family and friends who have supported them along the way.

KEENAN RODRIGUEZ ‘15 and MELISSA CUELLAR ‘15 married on April 11th 2026 in Medellin, Colombia.

The couple met in Mrs. Goodwin’s French class, and graduated together with the class of 2015. From prom king and queen to now husband and wife, Keenan and Melissa are forever high school sweethearts.

ALESSANDRO DIAZ ‘15 and Camila Chediak exchanged vows in the breathtaking city of Medellín, Colombia, this past spring. What began as a slightly overcast day gave way to a stunning evening filled with joy, laughter, and the warmth of family and friends. Adding a special Palmer Trinity touch, four of Alessandro’s groomsmen are proud PTS alumni from the CLASS OF 2015 — GIANCARLO COCCARELLO, FRANCISCO MARTINEZ, RILEY WHITMAN, AND NICO PORTUONDO (pictured).

STEPHANIE MARIE CHAO ‘16 graduated in January 2025 from Ross University School of Veterinary Medicine, completed her clinical year at North Carolina State University, and is currently practicing small animal medicine with GoodVets in Coral Gables and Coconut Grove.

KRISTY ABOOD ‘16 recently completed her time at NYC medical school and matched for her residency in Plastic Surgery at Vanderbilt. She is excited to return to Vandy where her pre-med journey first began.

TIAGO RACHELSON ‘17 is currently living full time in NYC and entering his fifth

KEENAN RODRIGUEZ ‘15 AND MELISSA CUELL AR ‘15

ALESSANDRO DIA Z ‘15

KRIST Y ABOOD ‘16

year working for Citi Bank.

Tiago participates in NYC rec basketball leagues, writes weekly posts on LinkedIn, and is continuously rooting for the Boston Celtics. Tiago just returned from a trip to Japan with his family and girlfriend. (“Shout out to the 2009 Japan travel group”!)

HOPE MORALES ‘17 will be graduating from FIU Herbert Wertheim College of Medicine this spring, with a recent match into Internal Medicine residency at Vanderbilt! She is so excited to move to Nashville and to continue exploring her medical interests in community health and gastroenterology.

ALEXA RUIZ ‘17 graduated from Southern California University of Health and Sciences with my Doctor of Chiropractic Degree in December 2025. She is currently living and working in California at two wellness recovery centers. One being dedicated to kids and teenage athletes.

HOPE MOR ALES ‘17

SAR A ARONFELD ‘17

SARA ARONFELD ‘17 is graduating from law school and will begin her career defending injured passengers against major cruise lines. She is looking forward to the next chapter ahead.

ALEX A RUIZ ‘17

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ALUMNI NEWS

IZZY SWIFT ‘18

IZZY SWIFT ‘18 recently graduated from Tufts Cummings School of Veterinary Medicine with her Doctor of Veterinary Medicine. She is currently completing a one-year small animal rotating internship and plans to pursue a surgical residency, with the goal of becoming a boardcertified veterinary surgeon.

PALMERTRINITY.ORG

GABRIEL GALLARDO ‘19 is completing his final semester of a Biology baccalaureate program at Florida Atlantic University, having previously attended Texas Christian University.

He plans to apply to dental schools while working full time and is excited for what the future holds.

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ALBERTO FRANCHESCHI ‘19 is currently living in the La Rioja region of northern Spain, in Logrono. He is currently playing with the AD Laurus club team while working with Alumni Ale Melean to see what the future has in store for him.

ANDRES ALVAREZ PAUL ‘19 just celebrated his engagement to his Fiancé, Daniela De La Aguilera.

They celebrated alongside their family and friends including Charlotte Erixon ‘19 who originally brought the two together.

2020’s

JOSÉ TAMARIZ ‘20 and Daniela Ortiz have been together for three years, with a relationship that began in Honolulu, Hawaii. Although both are originally from Ecuador and their families knew each other, they had never met until José traveled to Honolulu in 2023 for a university social project with a nonprofit, while Daniela was working there at the time. What started as a friendship quickly grew as they spent time exploring the island together, discovering beaches, hiking trails, and new places, which eventually led them to fall in love.

Shortly before José returned from Hawaii, he asked Daniela to be his girlfriend, beginning a longdistance relationship that lasted about a year and a half. Despite the distance, they made it a priority to

OWEN REYNOLDS ‘20 graduated from Cornell University in May 2026 with a Bachelor’s of Architecture.

He has been accepted into the graduate program at Columbia University to pursue a post-professional Master of Science in Advanced Architecture Design degree as their designated Dean’s Scholar beginning May 2026.

ANDRES ALVAREZ PAUL ‘19

ALBERTO FR ANCHESCHI ‘19

OWEN REYNOLDS ‘20

see each other frequently, traveling between Boston, Hawaii, Miami, and Ecuador.

They later moved in together in Dallas, Texas, where Daniela transferred with her company and José began his career.

Since then, they have continued to travel often, with Hawaii remaining their favorite destination for the memories it holds.

José proposed during a surprise birthday trip to Hawaii, having planned the moment over several months with the help of close friends. During what Daniela believed was a birthday photoshoot, José got down on one knee at Ho’omaluhia Botanical Garden in Oahu — she said yes. The couple is now looking forward to planning their wedding in early 2027 and the next chapter of their lives together.

JOSÉ TAMARIZ ‘20

GEORGIA MALUEG ‘21

GEORGIA MALUEG ‘21 graduated from Caltech with a double major in Computer Science and Business, Economics, and Management, along with a minor in Information and Data Sciences.

As an undergraduate, she interned as a Data Scientist at Balyasny Asset Management. Following graduation, she traveled to Japan, Hong Kong, Iceland, the Netherlands, Belgium, Spain, and France before beginning a Master’s in Finance at Princeton. This summer she will complete quantitative trading internships at Susquehanna International Group and Akuna Capital.

T YLER MCCR AY ‘22

CALEB YOUNG ‘21 is living in Mobile Alabama studying to become an elementary school counselor this fall. Currently working with Primerica as a Life insurance agent and working to obtain all of my Financial Services licenses.

Caleb spends his free time helping troubled youth with their mental health.

TYLER MCCRAY ‘22 is currently a senior at Tennessee State University aspiring to become a Director of Content. Presently, he is a photography/videography intern at Tennessee State University, a member of the Collegiate, a member of Tiger Fit in which he held the positions of Vice President and Event Program Chair, and he most recently became a member of Alpha Phi Alpha Fraternity Incorporated. In his free time you can find Tyler in the gym working out, playing basketball or wandering around the park enjoying nature!

SAR A APARICIO ‘22 AND ANDRE FORTOU ‘22

GABRIELA CRUZ ‘22 reflects that nearly four years after graduating from Palmer Trinity, she has found joy in rediscovering lost arts, particularly baking, a hobby that has reminded her that love is in the little things. She credits Chaplain Cassini’s religion classes with instilling that lesson during her time at PTS.

GABRIEL A CRUZ ‘22

SARA APARICIO ‘22 and ANDRE FORTOU ‘22 both graduated from Syracuse University, with Sara earning a degree in Computer Art and Animation and Andre in Industrial and Interactive Design.

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ALUMNI NEWS

RILEY JACOBS ‘22 is attending the University of Florida, majoring in Medical Geography and minoring in Anthropology and Innovation. In March, Riley traveled to Skeiðarársandur, Iceland to conduct fieldwork for his independent senior research project. This summer he will defend his research thesis.

Meanwhile, Riley has accepted an offer of admission, and has been awarded the Horstmann Scholarship, to attend Yale University’s School of Public Health, where he will complete a Masters in Public Health in Environmental Sciences.

GABE HERRERA ‘23 is currently studying at Wake Forest majoring in Health and Exercise Science with a minor in Health Policy and Administration. Since starting college, Gabe has begun exploring a new creative outlet through photography, getting on the Wake Forest sidelines as well as freelancing around campus. You can see his work on his instagram @ gabes.cam.

ISA PAPP ‘24 I’m very proud to report (get it?) that I’m currently in Washington D.C. to complete Medill on the Hill as Medill News Service’s National Security Reporter!

If you had asked me 10 years ago where I wanted to be, my answer would be exactly where I am now.

Since arriving, it’s been a slew of surreal experiences that have allowed me to leverage my interests in international politics to incorporate them into my reporting. Moving from local reporting to the national security beat in the capital is an incredible challenge, and I’m eager to dig into the policy, the people, and the global stakes that define this city and this country. I’m looking forward to building my source network and telling the stories that matter most.

RAFAEL MORIN ‘25 is playing hockey for the University of Miami in the American Collegiate

PALMERTRINITY.ORG

ADELA CAMPOSANO ‘22 was recently featured in an article by American University highlighting the connection between her background as a competitive dancer and her pursuit of psychology.

Having started dance at age three and competing at the regional and national

level through high school, Adela credits her dance experience with sparking her interest in mental health.

At American University, she serves as a CAS peer advisor, won the Social Science Poster Competition at the 2023 Robyn Rafferty Mathias Student Research Conference, and conducted research in Professor Elizabeth Cotter’s Health, Well-being, and Mindfulness Lab, where she worked on a stress-reduction study examining how mindfulness practices benefit Latina mothers and their families.

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RILEY JACOBS ‘22

ADEL A CAMPOSANO ‘22

GABE HERRER A ‘23

R AFAEL MORIN ‘25

Hockey Association’s College Hockey South division, competing against schools such as FAU, USF, UT Tampa, and UCF. The league draws a high level of talent, including many players who were recruited at the NCAA D1 and D3 levels but chose to prioritize academics. After returning to the sport a few years ago, Rafael describes it as one of his greatest experiences at UM. Though the season has just wrapped up, the team is optimistic heading into next year and is hoping to make a deep playoff run and contend for a championship, as they did two years ago. The team plays their home games at Miami Ice Arena in Kendall, formerly known as Kendall Ice Arena, where you can find their logos on the ice.

CLASS AGENTS

1998

1976

2000

ALFRED CHILDERS

1977

CRAIG ZIMMETT

1984

SUYAIN GEORGE

1985

KEVIN RUSSO

1986

JOELLE (WAGSHUL) STEINBERG EDNA (STURGE) FURST

1988

ELENA (ESSEN) BAUR

1987

CLASS AGENT NEEDED

1989

BENJAMIN “SCOTT” SHELFER MICHELE (BAKER) BENESCH MASON HARRIS

1990

PETER BAUMBERGER

NATHAN ZEDER BRIAN GERSHEN

1999

CLASS AGENT NEEDED LAYDA (MORALES) COSIO ROBERTO CASTRO-QUIJADA REBECCA WILLIAMS

2001

WESLEY FARRELL CARLOS HUERTA

2002

TAMARA (RUTTER) WALSH ADRIA “PEACH” JENKINS LIVIA (ABRARPOUR) SCHOPPEN

2003

MERCEDES ANEZ STARK ELISA GIBELLINI

2004

RYAN JURNEY AMANDA ABRARPOUR

2005

RASHARD SCIPPIO ANDRE CARBONELL

2006

SAMANTHA (EVANS) MOORE JULIO LIGORRIA

1991

2007

1992

2008

1993

2009

1994

2010

EVANS (DUNWODY) CREWS CLASS AGENT NEEDED CAROLINE CAMUS CLASS AGENT NEEDED

1995

ANDREW BENNETT ANNE BEAUMONT (NICHOLS) NEITHARDT

1996

PAULA (HAITO) TRIBALDOS AMANDA CHRYCY LYNLEY (WALKER) CIOROBEA

1997

HOLLY (LEE) ZAWYER

JEAN-PIERRE “J.P.” GILBERT BERNARDA (REYES) MALAVENDA BROOKE LEMAIRE MARTINA FAILLACE LANDON MICHELSON ANDRES POLICASTRO

2011

SANA IMAM CARSON (ZACHAR) POLICASTRO KATHERINE (DIFEDE) MENGOTTI REBECCA MERRITT

2012

2013

ANDREW MILLER FERNANDO BONET NICOLE FONT

2014

ANDRES ALONSO DANIEL DU FEU

2015

STEPHANIE MONTOYA-REDLICH KYLE BAKES

2016

CLASS AGENT NEEDED

2017

GABRIELLA CEPEDA ALEXA RUIZ CURT LARY

2018

ELIZABETH VALLEJO ALAN MACAULAY LINDSEY SCHOLER SABRINA BOND SHANICE DENG

2019

ROMULO ANDRES LANDER TORBAR ROBERT BISTRY THOMAS MCMICHAEL CAROLINA SOCORRO

2020

DANIELA GOMEZ ADRIEN STEUNOU FRANCO SLUMAN AMANDA CRUZ JULIAN MARTINO

2021

ARIELLA TAMARIZ FIONA MCLAUGHLIN

2022

GABRIELLA JAAR

2023

CLASS AGENT NEEDED

2024

SOFIA BENNETT THOMAS HUDSON

2025

CLASS AGENT NEEDED

ANDRES VALVERDE KRISTOF REST

Class Agents are needed for the following years: 1973, 1974, 1975, 1978, 1979, 1980, 1981, 1982, 1983, 1987, 1992, 1994, 1999, 2016, 2023, 2025 If interested, contact Valerie Blattner ‘10 (Alumni Relations Coordinator) at (305) 969-4285 or via email at vblattner@palmertrinity.org.

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ALUMNI NEWS

A L UMNI SP O T L IGH T:

IT’S TIME TO WRITE SOMETHING NEW

BY K ATARINA NORDQVIST ‘10

ABOUT Kat lives in Montclair, NJ, where she writes and creates work centered on self-discovery and the human experience. In 8th grade, she was a peer counselor – always knowing she was here to help, even if she didn’t yet know how – and at 33, she’s still discovering what that looks like. She spent a decade in professional development, helping Fortune 500 leaders communicate with clarity and intention, but her instinct has always been the same: to understand and support others in their own awakening. She once read the basketball court at PTS the same way she reads life now – attuned, aware, and always looking for how she can support the play – only now, the court is life itself. Today, she shares her own life findings openly and honestly, so others feel less alone – and more seen, heard, and deeply supported as they find their own way.

FUN FACT

PALMERTRINITY.ORG

While at PTS from 6th to 12th grade, she never thought writing was one of her strengths and was terrified of public speaking – the two things that would eventually become how she expresses, connects, and helps others feel seen.

66

Dear Readers, Sixteen years ago I graduated from Palmer Trinity School, With high hopes and dreams of changing the world – but how? I had no clue.

We look for validation to tell us we’re right, Instead of trusting our intuition and letting ourselves shine bright.

I thought it’d be a pretty direct line,

But here’s the thing – you carry a blueprint that only you hold,

Go to college, get a job, make money – and somehow everything would be “fine.”

With specific dreams placed in your heart that are persistent and bold.

This was the linear path carved out long before my time,

They tug at you gently in every season,

One we’re taught to follow – though it’s often the hardest climb.

Why? Because our minds take center stage and our hearts step aside.

We live out the dreams others have for us and forget we have our own, Then wake up having “made it” – yet feel empty and alone.

We backtrack, wondering where we went wrong, And see we followed the crowd instead of what we knew all along.

But this is not what we came to this Earth to do, It’s time we close the old playbook and write something new.

To innovate.

To recreate.

You notice they don’t go away – and that’s for a reason.

So follow that nudge even if it feels small, Because you are responding directly to life’s call.

This is where the life you truly desire starts to arrive, Because taking aligned action on your dreams is how you truly thrive.

There is no need to fall into the comparison trap and think, “It’s already been done,” The world is abundant – and you are one of ONE. So don’t take yourself out before the match has begun, Try. Experiment. Put it out there. Have fun.

Because when you have fun, things start to flow, You become the vessel for creation versus just doing things for show.

To feel alive within ourselves while using our gifts,

I know it may feel scary at first stepping into change,

Because that is what changes the world – that’s what creates the greatest shift.

But I promise – staying the same is far more strange.

From fear to love, from force to flow,

Because we are humans and we came here to evolve,

From stress and anxiety to trusting what we know.

So sixteen years later, through trial and error and trying to walk the path carved for me, I want to share what I’ve learned with you – please only take what you need.

It took me years to learn the greatest innovation you’ll ever work on is you, Sounds selfish? I get it – but it’s the most selfless thing you can do.

Because most of us carry wounds the world cannot see, We wonder if we’re enough, worthy, capable – constantly questioning everything.

But you must remember to listen to your heart as you’re thinking of the world problems you want to solve.

It knows the way – it always has, Follow it and it will reveal the path.

And on this journey called life – remember you came here to be magnificently, unapologetically, and authentically you.

I can’t wait to see how you’ll change the world in a way only you can do.

With so much excitement and love, KATARINA NORDQVIST ‘10

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ALUMNI NEWS

A L UMNI SP O T L IGH T:

THE UNIVERSAL CAREER

W H Y S OF T WA R E ENGINEER ING OPEN S E V ER Y DOOR

BY ADAM KUTELL ‘85

THE BEAUTY OF THIS CAREER IS THAT YOU NEVER STOP EVOLVING. WHILE MAINTAINING MY PROFESSIONAL ROLE, I AM CURRENTLY EXPLORING A PERSONAL PROJECT: CREATING AI MODEL SOFTWARE DESIGNED TO ASSIST WITH HEALTHFUL LIFESTYLES AND LIVING. AS A SOFTWARE ENGINEER, YOU HAVE THE TOOLS TO CONTINUOUSLY REINVENT YOURSELF AND PUSH INTO NEW TECHNOLOGICAL FRONTIERS, CULTIVATING PERSONAL PASSIONS ON THE SIDE WITHOUT ABANDONING YOUR PRIMARY CAREER TRACK.

Back when I walked the open-air corridors of Palmer (now Palmer Trinity), usually surrounded by the balmy South Florida outdoors, I didn’t exactly have a roadmap for where my life would go. Looking back now, after a career that started in the late 80s, I want to offer a piece of advice to the seniors and recent graduates currently trying to map out their futures: few paths offer the versatility, impact, and freedom of software engineering. The pressure to choose a lifelong path can feel overwhelming, but this is the rare profession that allows you to change your destination without starting over.

PALMER ‘85

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There is a misconception that being a software engineer locks you into a tech bubble. The reality is that every industry runs on software, meaning you can work in almost any field. I haven’t changed careers, but I have changed industries multiple times, all using the same core skillset.

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I’ve worked in aeronautics at Boeing, building a materials engineering layup simulator for airframe design. I’ve worked in high-level finance, serving as Principal Engineer at TradeStation managing the EasyLanguage project, and later at Scottrade developing active trading platforms for high-end customers. Now, I work in healthcare. The syntax changes, but the logic and problem-solving ability transfer seamlessly. You aren’t just an engineer; you are an engineer for aerospace, finance, or medicine. You don’t get locked in; you get a pass to explore the world.

Currently, I serve as a Sr. Principal R&D Software Engineer at Cardinal Health, where the work becomes deeply rewarding on a human level. I’m designing firmware for devices right there with the patient. My team builds the systems behind the Kangaroo line of enteral feeding pumps, clinical thermometers, and compression devices that prevent life-threatening blood clots. It is a profound responsibility to write code that must function flawlessly, knowing the end user directly relies on that device for their immediate health, safety, and comfort.

In the past, I’ve worked on massive capital equipment installed in hospital labs and surgical suites. I developed bioMérieux systems that pinpoint bacterial infections and calculate the exact antibiotic dosage needed for a cure, vital for preventing over-usage of antibiotics. I also developed visualization software for Stereotaxis that allows doctors to remotely repair heart rhythm issues.

Whether the code sits in a complex lab machine or a portable bedside device, knowing it helps a patient heal gives my work a purpose far beyond a paycheck. You aren’t just building apps; you are building lifelines.

Beyond the impact, there is the lifestyle. Software engineering offers a “have laptop, will travel” freedom few high-level careers can match. I started my life in St. Louis, Missouri, in 2004, and while I have been home-based here for years, my work travels with me. I haven’t had to sacrifice time with family back in Florida. I can head down to Miami to spend extended time with my mom, my brothers, and their families without missing a beat at work. My “office” is simply wherever I open my laptop.

This flexibility has allowed my wife, Erin, and me to turn the world into our workplace. We’ve logged in from Montreal and Cozumel, spent time exploring the history of Washington D.C. and Philadelphia, and enjoyed the energy of New York City, and Chicago. We’ve even taken our work along to the Caribbean, from the Cayman Islands to St. Kitts. There is a unique joy in solving a complex firmware puzzle in the morning and stepping out to explore a new city in the afternoon. Whether I’m visiting family or experiencing a new culture, the career adapts to my life, not the other way around.

If you are graduating soon and looking for a career that offers continuous intellectual challenges, the ability to jump between vastly different industries, and the true freedom to control your own time and location, I highly recommend software engineering. It’s a powerful skill set that doesn’t just get you a job—it gives you options.

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ALUMNI NEWS

A L UMNI SP O T L IGH T:

A FULL CIRCLE

Celebration:

ER IC S A N A BR I A & A NN A EIS ON S AY “ I DO ”

PALMER TRINITY SCHOOL (PTS) HAS SEEN MANY MILESTONES, BUT FEW FELT AS POIGNANT AS THE AFTERNOON OF NOVEMBER 22, 2025. UNDER THE SOARING BEAMED CEILINGS OF THE PTS CHAPEL, ALUM AND NOTEWORTHY COMPASS REAL ESTATE ADVISOR ERIC SANABRIA ‘10 STOOD AT THE ALTAR TO BEGIN A NEW CHAPTER WITH HIS BRIDE, ANNA EISON.

A BRICKELL BEGINNING The couple’s story didn’t start at a gala or through a mutual friend, but rather through the fast-paced world of Miami real estate. When Anna first moved to the city to continue her career at a prominent Fund of Funds, she enlisted Eric’s expertise to find her a home. Between touring sleek condos in Brickell and navigating the Miami skyline, the professional relationship quickly sparked into a personal connection.

What started as a search for a residence ended in finding a lifelong partner.

WHY THE CHAPEL? For Eric and Anna, selecting a venue was less about finding a space and more about returning to their roots. The PTS Chapel offered the perfect blend of architectural beauty and deep-seated meaning.

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“We decided on the chapel at PTS because it is such a beautiful and meaningful location to us,” the couple shared.

“Plus, we absolutely love Chaplain Sandra Curtis—having her involved made the day truly complete.”

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The ceremony was an intimate reflection of their journey, surrounded by the lush greenery of the campus and the people who have supported them from their early days together in Miami to their walk down the aisle.

A GROWING NEST The wedding is not the only joy the couple are celebrating. As we met with them to discuss this article and toast to their new life together, Eric and Anna shared the heartwarming news that their family of two is soon becoming three. The Sanabrias are expecting a baby boy in late 2026! With Eric’s deep ties to the PTS community, it’s safe to say there is a future Falcon already on the way.

Congratulations to the happy couple on their beautiful union and their growing family.

It’s a true Miami success story that proves sometimes, the best “closing” of all is really an opening that leads to a lifetime of happiness.

The couple wanted to add a special thanks to Manny Bloom who coordinated the booking and went above and beyond on the day of the event to ensure everything ran smoothly. Also to their photographers, Miami-based Emma with Emma’s Perspectives and Augustabased Katie with K Kalon Photography for capturing such beautiful images to document the day.

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R OO T S & R E A C H:

THE OMACHONU SIBLINGS CARRY THE PTS SPIRIT INTO THE WORLD T HR EE SIBL ING S . T HR EE INDU S T R IE S . ONE SH A R ED F OUND AT ION. DAVID ‘09, AMANDA ‘06, AND DANIEL OMACHONU ‘12 MAY HAVE WALKED DIFFERENT PATHS AFTER GRADUATING FROM PALMER TRINITY SCHOOL, BUT THEY REMAIN CONNECTED BY A SHARED FOUNDATION. NOW LEADING SUCCESSFUL CAREERS IN FINANCE, TECH, AND REAL ESTATE, THE SIBLINGS CREDIT THEIR PROFESSIONAL GROWTH TO THE SKILLS THEY FIRST DEVELOPED ON CAMPUS. FROM MASTERING THE ART OF COMMUNICATION TO TACKLING REAL-WORLD CHALLENGES, THE OMACHONUS CONTINUE TO CARRY THE VALUES OF PTS INTO THEIR RESPECTIVE INDUSTRIES.

DANIEL: AGGREGATING HUMAN KNOWLEDGE, ONE DEAL AT A TIME

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As a member of the team at Amazon Web Services (AWS), Daniel Omachonu operates at the intersection of cloud computing and artificial intelligence. With eight years of experience in technology, he notes that the current pace of innovation is unprecedented. “I have never seen a segment of technology move as quickly as this space does” he says. His role at AWS provides a unique vantage point, allowing him to collaborate with companies that are actively shaping the future. By observing how these organizations pivot and where they invest, Daniel gains a firsthand look at the strategies driving the next generation of global technology.

What energizes Daniel most isn’t the technology itself, but what it unlocks for ordinary people. He thinks of AI less as artificial intelligence and more as “aggregated intelligence” — the collective weight of human knowledge made accessible in seconds. He envisions a future where a first-generation college student can access legal resources, or a patient in a rural hospital can benefit from accelerated medical research. For families without access to a financial advisor, these tools can provide much needed guidance. “That kind of knowledge unlocks incredible possibilities,” he says. While this vision may seem ambitious, Daniel has spent years witnessing these advancements become a reality.

Prior to joining AWS, Daniel began his career on Wall Street, where he authored newsletters and research reports for hundreds of investors. He credits his time at Palmer Trinity — and a dedicated group of faculty members — for making that possible. “Mr. Rachelson, Mrs. Truby, Mr. Hayes, Mr. Musgrave — they set such a high bar for writing,” he recalls.

“My experiences at PTS gave me the confidence to do that as a young analyst.” Beyond the classroom, Daniel points to his involvement in student government and his frequent assembly presentations as pivotal experiences.

These opportunities helped him develop a strong presence and the ability to communicate effectively, skills he relies

on today when participating in AWS panels and industry events in New York City. “Any time I do a panel, I’m grateful for that foundation,” he says.

AMANDA: THE EMPATHY-FIRST PRODUCT BUILDER Amanda Omachonu’s career is defined by a versatile journey across several high-stakes industries. After earning a psychology degree from George Washington University, she built a broad professional foundation in sectors ranging from healthcare and professional sports to enterprise software. Now, equipped with an MBA from the University of Miami and specialized AI certifications, Amanda manages a $30M+ product portfolio for First American. At this Fortune 500 company, she leads the development of AI-powered platforms that support over three million real estate and financial transactions annually.

But Amanda doesn’t see the winding road as accidental.

“Every step made sense,” she says, looking back. Her training in psychology taught her to lead with the questions that still drive every product she builds: Who is this person?

What are they trying to do? What’s getting in their way?

She insists that these human-centric inquiries must come before any roadmap, feature list, or data dashboard. “A product that doesn’t solve a real problem for a real person isn’t really innovative — it’s just noise.”

While at VMware, Amanda led the redesign of a digital customer experience platform serving over 50,000 customers. By identifying where users faced friction, her team helped generate nearly a billion dollars in annual recurring revenue while increasing platform adoption by 40%. While the metrics were significant, Amanda finds the most fulfillment in the human impact. “What I remember most is that we made something genuinely easier for tens of thousands of people.”

When Amanda thinks back to PTS, she smiles at how much she absorbed without realizing it. The integration of technology into daily coursework normalized its use, providing a level of comfort that continues to guide her today. In addition to her academic work, playing soccer taught her to analyze situations quickly and trust her teammates—skills she relies on when leading cross-functional teams. She also sees her experience captaining the cheerleading squad as an early introduction to leadership. “One could argue it was a crash course in product management,” she laughs.

Coordinating energy, communicating under pressure, and driving a group toward a shared goal required the same job, just a different uniform.

DAVID: READING THE ROOM IN REAL ESTATE David Omachonu has built his career on a skill his siblings would both recognize: knowing when to act.

As a real estate professional in Miami, David operates in a fast-paced market governed by interest rates, supply and demand, and the ever shifting confidence of buyers and sellers. Success, he’ll tell you, comes down to understanding the macro and micro economic environment at any given moment — and then having the sales instincts to make moves on those insights.

In his telling, AI is already transforming real estate, and these changes are only the beginning. Consumers who once relied solely on agents now arrive at the table deeply informed, empowered by the large language models they consult before making any major decision. On the commercial side, David sees the traditional analyst role becoming “virtually extinct” as firms increasingly use AI to underwrite deals and model complex capital structures.

Rather than viewing these shifts with alarm, David embraces them as the next logical step for an industry he has always studied with an eye toward the future.

Outside of work, David lives in Miami, reads widely, plays basketball, boxes, and sits down at the piano — a range that reflects the same intellectual curiosity he brings to his professional life. And while his career looks different from his siblings’, the family resemblance is unmistakable.

PTS, he says simply, “made me an effective communicator pretty early on. Constantly writing and having to make presentations was an invaluable experience I never took for granted.”

A FAMILY CONVERSATION THAT NEVER REALLY ENDS Ask any of the three Omachonu siblings whether growing up together still shapes how they think, and the answer comes quickly. “Conversations are always fascinating,” David says, “because although we do different things, there’s inevitably a ton of overlap.”

That overlap is Palmer Trinity. It’s the teachers who demanded sharp writing and clear thinking. It’s the gymnasium convocations, the student government stages, and the soccer fields that first taught them how to lead.

It’s a school that sent three very different people into three very different corners of the world — and somehow gave each of them the same core set of tools.

We are proud to call Daniel, Amanda, and David alumni, and we look forward to seeing what they build next.

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ALUMNI NEWS

A L UMNI SP O T L IGH T:

FROM REDLANDS TO THE RUNWAY HO W PA L MER T R INI T Y A L UM C UR T L A R Y ’ 1 7 IS B UIL DING A MER IC A’ S DR ONE INF R A S T RUC T UR E

WHEN CURT LARY WAS GROWING UP IN THE REDLANDS, THE SKIES OVER SOUTH FLORIDA WERE JUST SKIES. NOW HE’S WORKING TO FILL THEM WITH AUTONOMOUS DRONES, AND DOING IT FROM RIGHT HERE IN MIAMI.

Curt, a Palmer Trinity graduate, is the founder and CEO of Hex, a drone company headquartered in Miami with a manufacturing facility in Kendall. Hex designs, builds, and operates drones that fly themselves. They take off from permanent base stations, collect data from the air, and land on their own with no pilot needed. Think of it like a network of cell towers, except instead of sending phone signals, Hex launches drones that can see and sense what’s happening on the ground in real time.

Some of the biggest companies in America use Hex. CSX and Union Pacific, two of the country’s largest railroad operators, rely on Hex to inspect thousands of miles of track. Oil and energy giants Chevron and Shell use the drones across their facilities. Even government agencies like U.S. Homeland Security, Customs and Border Protection, and the Royal Canadian Mounted Police use Hex for security missions.

Not bad for a company that started in a garage.

THE PATH FROM PALMER TRINITY TO GEORGIA TECH

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Curt says his time at Palmer Trinity shaped the way he thinks about solving problems. The school’s Agents of Change program gave him his first taste of entrepreneurship, teaching him how to spot real problems and build something to fix them. In Palmer’s STEM lab, he got hands-on experience with robotics and 3D design, skills that would become the foundation of his career. The small class sizes gave him room to dig into engineering and science long before college.

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After Palmer, he went to Georgia Tech to study mechanical engineering. At Tech, Curt built up the technical knowledge that would eventually power Hex. But it was the

entrepreneurial mindset he first picked up through Agents of Change, the willingness to start something from scratch, that really made the difference. Instead of taking a safe job at a big engineering company after college, he came back to Miami and started building.

WHY MIAMI, WHY NOW A lot of people assume a tech company needs to be in Silicon Valley or Austin to succeed. Curt disagrees. He thinks Miami is actually the perfect place to build and test drone systems. The heat, humidity, salt air, and wild weather here make South Florida one of the toughest environments for outdoor robots. If a drone system works in Miami, it can work anywhere.

Miami also has a growing pool of talented engineers and manufacturers. And for Curt, there’s a personal reason too. He grew up here. He knows the community.

On Sunday mornings, you can find the Hex team playing volleyball at Muscle Beach before heading back to work.

The company runs on Miami energy, built by people who actually live here.

THE BIGGER PICTURE The drone industry is going through a huge shift right now.

China’s DJI used to dominate the global drone market, but the U.S. government has restricted it from being used in government work due to security concerns. That has opened up a massive opportunity for American drone companies like Hex. Hex doesn’t just build drones. The company makes two main products: Atlas, a large drone dock used by railroad and security customers, and Universal, a smaller, more compact system used for inspecting buildings and even

tracking inventory inside warehouses. Both connect to HexAIR, Hex’s own cloud software that controls everything. Unlike many competitors who buy parts from other companies and piece them together, Hex designs and builds everything in house. That’s a big deal in this industry.

Curt puts it simply. America needs its own drone network. Not imported. Not assembled from parts made overseas. Built here, operated here, owned here.

ADVICE FOR CURRENT FALCONS When asked what he would tell current Palmer Trinity students, Curt keeps it simple: build things. Don’t wait for permission. Don’t wait for the perfect moment. Find a problem, start solving it, and figure out the rest along the way.

It worked in the Redlands. It’s working now.

Curt Lary is a Palmer Trinity School alumnus and the founder and CEO of Hex (hex.us), based in Miami, Florida.

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ALUMNI NEWS

B UIL DING F OR WA R D :

SEAN MURPHY ’89 AND THE FUTURE OF CONSTRUCTION PALMER ALUMNUS, COASTAL CONSTRUCTION LEADER, AND CURRENT PALMER TRINITY PARENT SHAPING WHAT COMES NEXT

For Sean Murphy ’89, construction has always been more

That same mindset carries into the field. On a current

than a profession. It is a legacy shaped over generations,

residential project in Palm Beach, Coastal is building

grounded in hard work, and strengthened by a willingness

twin towers clad entirely in limestone, a process

to adapt. As part of the Murphy family behind Coastal

that would traditionally take significantly longer to

Construction, Sean represents a new chapter in a long-

complete. By working closely with owners, designers,

standing story, one that continues to evolve with the

and subcontractors, the team developed a panelized

demands of a changing industry. Today, that sense

exterior wall system that will shorten the construction

of continuity comes full circle as his son prepares to

timeline by nearly two years. It is a clear example of how

graduate as part of Palmer Trinity’s Class of 2027.

collaboration and forward thinking can reshape even the

While construction is often viewed as traditional, Sean

most established building methods.

sees opportunity in improving how things are done. At

In South Florida, innovation is also tied to resilience.

Coastal Construction, innovation is not a buzzword. It is

Coastal projects must withstand a demanding coastal

a daily commitment to working smarter. One example is

environment, and Sean emphasizes the importance

Togal.AI, an estimating software developed in-house that

of collaboration in achieving that goal. By challenging

has transformed the way projects begin. Tasks that once

one another and working closely with architects and

took hours can now be completed in seconds, allowing

engineers, the team focuses on building structures

teams to move more efficiently and focus their attention

designed to endure.

where it matters most.

Looking ahead, Sean believes the future of construction

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will depend on a more open mindset. He points to

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“A TAKEOFF THAT USED TO TAKE HOURS CAN NOW BE DONE IN SECONDS. IT COMPLETELY CHANGES HOW WE APPROACH OUR TIME AND DECISION-MAKING. SEAN MURPHY ‘89

prefabrication and new approaches to building as key areas of growth for the next generation. For young professionals entering the field, adaptability and a willingness to rethink traditional processes will be essential.

That perspective is shaped not only by his work, but also by his connection to Palmer. As an alumnus and now a

parent, Sean understands the value of a strong foundation and the importance of continuing to build on it. In many ways, his story reflects the same principle that guides his work each day: honoring where you come from while continuing to move forward.

Sean Murphy ‘89 with his daughters Taylor ‘18 and Stephanie ‘20* *associate alumni

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ALUMNI NEWS

A L UMNI SP O T L IGH T:

WHAT IS INNOVATION WORTH AFTER INVESTING TIME AND MONEY?

BY ALFRED G. CHILDERS, PH.D. ‘ 76

ALFRED G. CHILDERS ’76 IS A GRADUATE OF PALMER-TRINITY WHO WENT ON TO EARN A B.S. IN CHEMISTRY FROM FURMAN UNIVERSITY AND A PH.D. IN ANALYTICAL CHEMISTRY FROM INDIANA UNIVERSITY. HE BEGAN HIS CAREER IN THE PHARMACEUTICAL INDUSTRY AT THE UPJOHN COMPANY AND WAS LATER RECRUITED TO JOIN GLAXO, INC. (NOW GSK).

In 1991, Dr. Childers founded Magellan Laboratories, a contract pharmaceutical development company in Research Triangle Park, North Carolina. The company grew to approximately 1,000 employees before being sold to Cardinal Health in 2002, after which he served as Worldwide President of Pharmaceutical Development. In 1998, he was named Ernst & Young Entrepreneur of the Year for the Carolinas.

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Following his pharmaceutical career, he became active in private equity and venture capital, investing in innovative startup companies and assisting them through successful exit transactions. He now serves as President and Chief Investment Officer of the Childers Family Office, managing investments in public markets, private equity, and venture capital for his family and other family offices.

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Inventors, company founders, and investors understand innovative products can have significant financial value, which is why they protect them through intellectual property rights such as patents, trademarks, and copyrights. To develop these innovations, founders often raise capital by pitching their ideas to angel investors and venture capital partners.

Yet an important question remains: what is an innovation actually worth? It’s true value has a profound

impact on both early stakeholders and investors, each of whom seeks to maximize their return. At the outset, an innovation’s potential may seem limitless, but traditional valuation methods often fail to capture the realities of the innovation life cycle—early excitement, fundraising, development, inevitable setbacks, and the recurring need for more time and more capital. Finance students study sophisticated tools to estimate value, including discounted cash flow, net present value, internal rate of return, and multiples on invested capital. While these more complex methods are important to understanding potential returns, occasionally the larger picture is lost.

Presented here is a simple framework that most anyone, in particular a Palmer-Trinity High School student, can clearly see how value is created—and sometimes lost— over the life of an innovative idea.

Consider three possible scenarios for an innovation ultimately worth $100 million. In the first scenario and simplest, the innovation requires no investment and can be sold immediately. Its value is clearly $100 million, and the inventors and founders are handsomely rewarded with the full $100 million split among them. But what if the innovation requires years of development and outside capital before reaching that value? How much is it worth? The answer depends on the risk-adjusted return investors expect.

Private investors typically require higher returns than public market investors because innovation carries substantial risk and capital is illiquid for years. Over the past decade, the Nasdaq 100—tracked by the ETF QQQ— has delivered an annualized return of approximately 20 percent, an exceptional performance by historical standards. By contrast to an index composed of many already successful companies, many individual innovation-driven startups fail to execute and never reach commercial success.

In this context, targeting a 33% annualized return—an investment that roughly triples every four years (3.1x via simple compounding)—is not unreasonable. In the second scenario, suppose development takes four years and requires $2 million of investor capital. If investors expect a threefold return, or $6 million, the innovation is still worth a hefty $94 million to early stakeholders—still an excellent outcome. At first glance, innovation appears to create abundant value, even with significant time and capital requirements.

The challenge is that innovation rarely proceeds as planned. What begins as a $2 million, four-year project often expands considerably.

Suppose the same $100 million idea takes more time and money, $10 million dollars and eight years until an exit— this third scenario is all too common. The $10 million invested for eight years at the same 33% annualized return requires roughly a 10x return, or $100 million. If the final value remains $100 million, there is essentially no value created by the innovation for the inventor and early stakeholders after investors are paid.

In practice, investors often accept lower returns, and the investment is made over time so that founders and early contributors are not completely wiped out. Even so, this outcome reflects a difficult lesson that many inventors, entrepreneurs, and investors eventually learn: the financial value of innovation is extraordinarily sensitive to both time and capital. These three simple scenarios show the importance of raising the right amount of capital and executing business plans in a timely manner.

Finally, not all value is measured in dollars. Even innovations that generate modest or no direct financial returns often lead to new ideas, new ventures, and lasting relationships that create meaningful value in less visible— but equally important—ways.

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ALUMNI GATHERINGS

Harrison Miles ‘25 and Mr. Patrick Roberts

Group of Alumni at 2026 Homecoming Halftime

Mr. Ashley Chapman and Aidan Gallardo ‘19

Guillermo Bonet ‘16 with daughter, Patricia Matinez ‘16, Isabella Martino ‘18, Alan Macaulay ‘18, Hope Almeida ‘20, Francisco Martinez ‘15 Aleck DaGrosa ‘09 and Alex Garza ‘08* *associate alumni

Francisco Martinez ‘15, Zana Scarlett, Francisco Martinez Sr., and TBD

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Charles Baumberger ‘94 , Isabella Martino ‘18 , and Andrew Bennett ‘95

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Alumni Gathering at Alumni owned Calista Greek restaurant in Coral Gables

Emil Infante ‘25, Andres Williams ‘24, Lou Kipp ‘24, Stone Stroud ‘24

Alumni participants at the 2026 Sandy Golf Tournament

Alan Macaulay ‘18, Carlos Carvajal ‘17, Valerie Blattner ‘10

Spotted on Camp us Ana Iglesias ‘25

Emily Cerda ‘27 and Melani Fajardo ‘25

Luis Carvajal ‘19 and Mr. Andy Godley

Mrs. Alex Cartaya and Gabe Charur ‘24

Tyler Kalbac ‘10 and Patrick Kalbac ‘10

Nico Casares ‘19, Brandon Yanes ‘19, Dylan Dylewski ‘19

Trent Barnes ‘12, Danny Reynolds, Trent’s Fiance Lauren Graves

Gabriela Butler ‘24 and Ms. Dayanara Martinez

Ms. Maria Vanegas, Mariajose Jacome Gamarra ‘04, Coach Judi Jennings with Mariajose’s family

Natalie Bellande ‘22

Alexa Copeland ‘16* *associate alumni

Mr. Andy Godley and Alexa Copeland ‘16* *associate alumni

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ALUMNI NEWS

Alumni Guest Speakers

W EL C OMING

HOME FALCONS 1

THE SECOND SEMESTER KICKED OFF WITH A FAVORITE NEW TRADITION: ALUMNI COLLEGE DAY. WE INVITED RECENT PTS GRADUATES BACK TO CAMPUS TO GIVE OUR CURRENT SENIORS A CANDID LOOK AT WHAT COLLEGE LIFE IS TRULY LIKE—WELL BEYOND THE STANDARD ADMISSIONS TOURS.

18 alumni representing a diverse range of institutions, from large state universities to international campuses, returned to share their personal experiences. Our seniors received invaluable advice on everything from mastering time management to the sobering reality that dining hall “bucks” are, in fact, limited. We are grateful to these alumni for returning home to guide the next generation, and we look forward to hosting this special day for years to come.

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ALUMNI NEWS

A L UMNI T O C O A C HE S :

FALCONS ON THE SIDELINES THE FALCON SPIRIT LIVES ON, NOW FROM THE SIDELINES FOR A FEW ALUMNI. FROM TAKING ON THE COURT OR FIELD TO GUIDING THE TEAM THROUGH THE SEASON. Ramiro Martinez ‘19 - Varsity Football

With over 50 different athletics teams throughout the year, we were lucky to have alumni become part of our coaching staff.

The first hand knowledge of balancing school and then reporting to practice when the final bell of the day rings allows these coaches to guide the new era of falcon players through their own journey. We love to see alumni back on the fields in a new role. If you are interested in finding out more about coaching opportunities, please contact the Athletics Department.

Tamara King ‘95* - Cross Country (*Associate Alumni) George Stark ‘22 - Cross Country

Robert ‘Bobby’ Moore ‘05 - MS Intermediate Golf, Boys MS Intermediate Basketball, MS Baseball Grant Foreman ‘19 - MS Baseball

Tamara King

Michael Nieves ‘23 - Varsity Girls Basketball

Spring and summer alumni coaches: Spring: Jose Corbo ‘21, Kyndal Royal ‘21; Summer Football: Santana Wooten ‘23* *Associate Alumni

Vasco De Melo Gomes ‘23Varsity Boys Lacrosse

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ALUMNI GAMES ALUMNI GAMES BROUGHT MORE THAN 32 FALCON ALUMNI BACK TO CAMPUS, RETURNING TO THE COURTS AND FIELDS WHERE MANY ONCE COMPETED AS STUDENTS.

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From fast-paced pickup basketball in the gym to a spirited and competitive soccer match on the field, the day was filled with energy, laughter, and a little friendly rivalry. Soccer standout Alejandro Melean ’05, joined by his brother Cristian Melean ’10, impressed on the field as family members cheered them on from the sidelines. Inside the gymnasium, current Coach George Montes and Coach Manny Bloom led alumni through multiple rounds of basketball, keeping the momentum high and the competition fierce—but always fun. The event was a true celebration of Falcon pride, community, and the enduring connection alumni share with Palmer Trinity.

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ALUMNI NEWS

A LEGACY THAT SOARS ACROSS GENERATIONS DURING THE FALL 2025 SEMESTER, GENERATIONS OF FALCONS GATHERED FOR ONE OF OUR MOST MEANINGFUL CAMPUS TRADITIONS: THE BIENNIAL LEGACY BREAKFAST. THE ROOM WAS FILLED WITH HISTORY AND PRIDE, SERVING AS A REMINDER THAT THE HEART OF PALMER TRINITY SCHOOL IS NOT IN THE CAMPUS, OR CLASSROOMS—IT’S IN THE COMMUNITY.

Roberto Castro-Quijada ‘00 and Adriana Castro-Curiel’29

Preston Hebert ‘32 and Cameron Moore ‘32

PALMERTRINITY.ORG

Now in its 54th year, Palmer Trinity’s legacy community has blossomed from a small gathering of just a handful of families into a vibrant tradition. This year, we welcomed more than 55 alumni parents and their current students, all connected by a single thread: Palmer Trinity is a family tradition.

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Throughout the morning, laughter echoed across the tables as parents and students flipped through old yearbooks together. Outdated hairstyles, vintage uniforms, and campus changes sparked playful conversations—giving current students a glimpse into their parents’ teenage years, and showing alumni just how far the school has come.

Isabella Rodriguez ‘30 and Cree Matheson ‘30

More than just a celebration of the past, the Legacy Breakfast highlights a powerful sense of continuity. Alumni parents bring firsthand knowledge of Palmer Trinity’s core values, watching as those same principles now shape their children for generations to come.

As the Falcon continues to soar to new heights, it does so with the wings of its past and the promise of its future firmly connected. We look forward to welcoming more Legacy families into our student body in the 2026-2027 school year!

Nicolas Baumberger ‘26, Charles Baumberger ‘94, and Olivia Baumberger ‘26

Austin Matheson ‘93, Cree Matheson ‘30, Kane Matheson ‘26

Sydney Fraind, ‘29, Kelly Pearlson Fraind ‘01*, Savannah Fraind ‘32 *associate alumni

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ALUMNI NEWS

ALUMNI REUNION PARTY

Valerie Blattner ‘10, Edna Sturge ‘86, Brooke LeMaire ‘09, Roberto Castro ‘00, Curt Lary ‘17, and Peter Baumberger ‘90

PTS Falcon, Kristen Hayden ‘01, Chad Stark ‘02, Mercedes Stark ‘03, and Adria Peach Jenkins-Cuffy ‘02

Marcus Kyle ‘16, Carolina Mantilla ‘16, Patricia Martinez ‘16, Gaby Shaikh ‘16, Adam Block ‘16, Ted Fernandez ‘16, and Nicolas Leira ‘16

Edna Sturge ‘86, Rachel Dooley ‘86, Mary Ann Dooley ‘81, Suzanne Hollub ‘86, Chris Pedersen ‘81

Edna Furst ‘86, Tracy Ross ‘86, and Joelle Steinburg ‘86

Class of 2006 Graduates

Roberto Castro ‘00, Carlos Brizuela ‘99

Dr. Shirin Razdan ‘11, Emily Keunen ‘11, Karina Peiro ‘11, and Julian Narchet ‘11

Scott Du Feu, Emily Keunen ‘11, and Sebastian Gozzolo

Edward Luckmann ‘06, Carlos Suarez ‘06, and our Falcon

Class of 2006 Graduates

PALMERTRINITY.ORG

Amanda Thompson ‘96, PTS Falcon, Edna Sturge ‘86, and Lynley Ciorobea ‘96

Brooke LeMaire ‘09 and Valerie Blattner ‘10

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Class of 2021 Graduates

Carlos Huerta ‘01, Kristen Hayden ‘01, and Patrick Erin Murphy ‘01

Gaby Shaikh ‘16 and Carolina Mantilla ‘16

PALMER TRINITY ALUMNI BOARD 2 0 2 5 -2 0 2 6 S C HOOL Y E A R

Andrew Bennett ‘95, Roberto Castro ‘00, Valerie Blattner ‘10, Brooke LeMaire ‘09, Amanda Thompson ‘96, Matthew Vega-Sanz ‘14, Rebecca Merritt ‘11, Sarah Medina ‘14, Michael Vega-Sanz ‘14

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PALMERTRINITY.ORG

Thank You!

YOUR GENEROSITY HELPED MAKE THIS YEAR’S ANNUAL FUND A TREMENDOUS SUCCESS. Thanks to the generosity of more than 1,000 donors, the Annual Fund surpassed $1.8 million—creating opportunities that inspire, challenge, and shape every student, every day. It’s never too early to make an impact.

STAY CONNECTED. STAY COMMITTED. MAKE YOUR GIFT TODAY AND HELP EMPOWER TOMORROW’S LEADERS www.palmertrinity.org/give